Dyslexia in the Foreign Language Classroom

Introduction Chapter 1 Becoming literate Chapter 2 Causes of dyslexia Chapter 3 Dyslexia and foreign language learning Chapter 4 Symptoms and identification of dyslexia Chapter 5 Treatment and teaching Chapter 6 Sample activities for learners with dyslexia learning English as a foreign language

• Publication year

  2010

• Venue

  Unknown venue

• Publication date

  2010-06-23

• Fields of study

  Linguistics, Education, Psychology

• Identifiers
  DOI 10.21832/9781847692818
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

• Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy

  2009influential reference
• Developmental Disorders of Language Learning and Cognition

  2009cited by this paper
• Dichotic listening and school performance in dyslexia.

  2008cited by this paper
• Developmental Links of Very Early Phonological and Language Skills to Second Grade Reading Outcomes

  2008cited by this paper
• Early Reading Development in European Orthographies

  2008cited by this paper
• A structural–functional basis for dyslexia in the cortex of Chinese readers

  2008cited by this paper
• Predicting Individual Differences in Learning to Read

  2008cited by this paper
• Chapter 4. Input, Processing and Output Anxiety in Students with Symptoms of Developmental Dyslexia

  2008cited by this paper
• Individual and Longitudinal Differences among High and Low-Achieving, LD, and ADHD L2 Learners.

  2008cited by this paper
• Dyslexia: The Role of the Cerebellum

  2008cited by this paper
• Chapter 6. An Experiment with Direct Multisensory Instruction in Teaching Word Reading and Spelling to Polish Dyslexic Learners of English

  2008cited by this paper
• Chapter 1. L1 and L2 Literacy, Aptitude and Affective Variables as Discriminators Among High- and Low-achieving L2 Learners with Special Needs

  2008cited by this paper
• An Overview of Developments in Dyslexia

  2008cited by this paper
• Successful Phonological Awareness Instruction With Preschool Children

  2008cited by this paper
• The notion of 'phonology' in dyslexia research: cognitivism--and beyond.

  2007cited by this paper
• Receptive Vocabulary and Cross-Language Transfer of Phonemic Awareness in Kindergarten Children

  2007cited by this paper
• The Oxford Handbook of Psycholinguistics

  2007cited by this paper
• Epilinguistic and metalinguistic phonological awareness may be subject to different constraints: Evidence from Hebrew

  2007cited by this paper
• Reading development and dyslexia in a transparent orthography: a survey of Spanish children

  2007cited by this paper
• How children learn about morphological spelling rules.

  2007cited by this paper
• Predicting children's word-spelling difficulty for common English words from measures of orthographic transparency, phonemic and graphemic length and word frequency.

  2007cited by this paper
• Cerebellar Tasks do not Distinguish Between Children with Developmental Dyslexia and Children with Intellectual Disability

  2007cited by this paper
• Learning to read

  2007cited by this paper
• Dyslexia: A Teaching Handbook

  2007cited by this paper
• Speech and spelling interaction: the interdependence of visual and auditory word recognition

  2007cited by this paper
• The Growth of Phonological Awareness by Children With Reading Disabilities: A Result of Semantic Knowledge or Knowledge of Grapheme-Phoneme Correspondences?

  2007cited by this paper
• Association of short‐term memory with a variant within DYX1C1 in developmental dyslexia

  2007cited by this paper
• Children at family risk of dyslexia: a follow-up in early adolescence.

  2007cited by this paper
• Target article with commentaries and response: The role of sensorimotor impairments in dyslexia: A multiple case study of dyslexic children

  2006cited by this paper
• Sensorimotor impairments in dyslexia: getting the beat.

  2006cited by this paper
• Reply to peer commentary: weighing the evidence between competing theories of dyslexia

  2006cited by this paper
• Genes, brain, and cognition: a roadmap for the cognitive scientist.

  2006cited by this paper
• Balancing and pointing tasks in dyslexic and control adults.

  2006cited by this paper
• Isolating the impact of visual perception on dyslexics' reading ability.

  2006cited by this paper
• Individual differences in anatomy predict reading and oral language impairments in children.

  2006cited by this paper
• Orton-Gillingham and Orton-Gillingham—Based Reading Instruction

  2006cited by this paper
• Fluency, phonology and morphology: a response to the commentaries on becoming literate in different languages

  2006cited by this paper
• Genes, cognition and dyslexia: learning to read the genome.

  2006cited by this paper
• Weak and strong novice readers of english as a foreign language: Effects of first language and socioeconomic status

  2006cited by this paper
• When phonology fails: orthographic neighbourhood effects in dyslexia.

  2006cited by this paper
• Causal connections in the acquisition of an orthographic rule: a test of Uta Frith's developmental hypothesis.

  2006cited by this paper
• Is There a “Disability” for Learning a Foreign Language?

  2006cited by this paper
• TARGET ARTICLE WITH COMMENTARIES AND RESPONSE Becoming literate in different languages: similar problems, different solutions

  2006cited by this paper
• An assessment of anxiety levels in dyslexic students in higher education.

  2006cited by this paper
• Learning to read in Turkish.

  2006cited by this paper
• Becoming literate in Hebrew: the grain size hypothesis and semitic orthographic systems.

  2006cited by this paper
• Refining the psycholinguistic grain size theory: effects of phonotactics and word formation on the availability of phonemes to preliterate children.

  2006cited by this paper
• Do cerebellar deficits underlie phonological problems in dyslexia?

  2006cited by this paper
• Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.

  2005cited by this paper
• Exploring dyslexics' phonological deficit I: lexical vs sub-lexical and input vs output processes.

  2005cited by this paper
• The science of reading: A handbook.

  2005cited by this paper
• Identifying English Language Learners with Learning Disabilities: Key Challenges and Possible Approaches

  2005cited by this paper
• Pytania i odpowiedzi

  2005cited by this paper
• Orthography as a handicap? A direct comparison of spelling acquisition in Danish and Icelandic.

  2005cited by this paper
• Brain abnormalities underlying altered activation in dyslexia: a voxel based morphometry study.

  2005cited by this paper
• Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart

  2005cited by this paper
• What young children do and do not know about the spelling of inflections and derivations.

  2005cited by this paper
• Predicting Foreign Language Reading Achievement in Elementary School Students

  2005cited by this paper
• Dyslexia in English as a second language.

  2005cited by this paper
• Synthetic Phonics and Learning to Read: A Cross‐language Perspective

  2005cited by this paper
• The relationship between phonological awareness and reading: implications for the assessment of phonological awareness.

  2005cited by this paper
• Reading processes in L1 and L2 among dyslexic as compared to regular bilingual readers: behavioral and electrophysiological evidence

  2005cited by this paper
• The Role of the Corpus Callosum in Interhemispheric Transfer of Information: Excitation or Inhibition?

  2005cited by this paper
• Development of left occipitotemporal systems for skilled reading in children after a phonologically- based intervention.

  2004cited by this paper
• How long do the advantages of learning to read a transparent orthography last? An investigation of the reading skills and reading impairment of Welsh children at 10 years of age

  2004cited by this paper
• Dyslexia and Foreign Language Learning

  2004cited by this paper
• Learning to Read: The Effect of Orthography

  2004cited by this paper
• Using the Modern Language Aptitude Test to Identify a Foreign Language Learning Disability: Is it Ethical?

  2004cited by this paper
• Language and phonological skills in children at high risk of reading difficulties.

  2004cited by this paper
• Effects of Intensive Reading Remediation for Second and Third Graders and a 1-Year Follow-Up.

  2004cited by this paper
• M error patterns in word reading among primary school children: a cross-orthographic study.

  2004cited by this paper
• Family risk of dyslexia is continuous: individual differences in the precursors of reading skill.

  2003cited by this paper
• Neural systems for compensation and persistence: young adult outcome of childhood reading disability.

  2003cited by this paper
• Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults.

  2003cited by this paper
• Significant relation between MR measures of planum temporale area and dichotic processing of syllables in dyslexic children.

  2003cited by this paper
• Speed of phonological and orthographic processing as factors in dyslexia: electrophysiological evidence.

  2003cited by this paper
• Effects of orthographic transparency on reading and phoneme awareness in children learning to read in Wales.

  2003cited by this paper
• Foundation literacy acquisition in European orthographies.

  2003cited by this paper
• Instructional treatment associated with changes in brain activation in children with dyslexia

  2003cited by this paper
• Developmental dyslexia in different languages: language-specific or universal?

  2003cited by this paper
• Dyslexia-specific brain activation profile becomes normal following successful remedial training

  2002cited by this paper
• Evidence for a neuroanatomical difference within the olivo-cerebellar pathway of adults with dyslexia.

  2002cited by this paper
• Considerations in the Development of Foreign Language Substitution Policies at the Postsecondary Level for Students with Learning Disabilities.

  2002cited by this paper
• Brain mechanisms in normal and dyslexic readers.

  2002cited by this paper
• Less developed corpus callosum in dyslexic subjects--a structural MRI study.

  2002cited by this paper
• Second language learning and reading with the additional load of dyslexia

  2002cited by this paper
• Students Classified as LD Who Received Course Substitutions for the College Foreign Language Requirement

  2002cited by this paper
• Cerebellar morphology in developmental dyslexia.

  2002cited by this paper
• The magnocellular theory of developmental dyslexia.

  2001influential reference
• Cerebellar Tests Differentiate Between Groups of Poor Readers With and Without IQ Discrepancy

  2001cited by this paper
• Identification and intervention in the primary school

  2001cited by this paper
• Disrupted neural responses to phonological and orthographic processing in dyslexic children: an fMRI study

  2001cited by this paper
• DRC: a dual route cascaded model of visual word recognition and reading aloud.

  2001cited by this paper
• Preliminary evidence of widespread morphological variations of the brain in dyslexia

  2001cited by this paper
• Functional Magnetic Resonance Imaging and Spectroscopic Imaging of the Brain: Application of fmri and fmrs to Reading Disabilities and Education

  2001cited by this paper
• Neuropsychological Intervention in Dyslexia: Two Studies on British Pupils

  2000cited by this paper
• Corpus callosum size in children with developmental language disorder.

  2000cited by this paper
• Microstructure of temporo-parietal white matter as a basis for reading ability: evidence from diffusion tensor magnetic resonance imaging.

  2000cited by this paper
• Dyslexia screening measures and bilingualism.

  2000cited by this paper
• Planum temporale, planum parietale and dichotic listening in dyslexia.

  2000cited by this paper

• Teachers’ Perceptions and Preparedness for Teaching English as a Foreign Language to Students with Developmental Dyslexia: A Systematic Review

  2025cites this paper
• Internal motivation vs. learning environment support in EFL: evidence from students with diverse learning needs across four European countries

  2025cites this paper
• A diszlexia kezelésével kapcsolatos tanári nézetek

  2025cites this paper
• Majority and minority language elementary school children with and without reading difficulties in a regular foreign language and an immersion program

  2025cites this paper
• «Tra di noi non è mai scorso buon sangue» Un’analisi corpus-based delle autobiografie linguistiche di un campione di studenti universitari con DSA

  2024cites this paper
• LINGUA INGLESE E DISLESSIA: RIFLESSIONI TEORICHE E PROPOSTE OPERATIVE

  2024cites this paper
• Teaching a foreign language through ICT to students with dyslexia and attention deficit hyperactivity disorder (ADHD) and the role of ICTs

  2024cites this paper
• Teaching English to Elementary Dyslexic Students

  2024cites this paper
• Intervention on my LD Learner’s Spelling and Writing Difficulties through spelling instruction and ICTs

  2023cites this paper
• Writing proficiency in English as L2 in Spanish children with dyslexia

  2023cites this paper
• EFL teachers’ awareness of dyslexia

  2023cites this paper
• Supporting learners with special educational needs and disabilities in the foreign languages classroom

  2023cites this paper
• German Language Teachers and Dyslexic Students

  2023cites this paper
• The processing of textbook material by learners of English as a foreign language with and without dyslexia: a comparative eye-tracking study

  2023cites this paper
• Inclusive practices for dyslexic language learners: an intervention study in the Greek EFL setting

  2022cites this paper
• “Good Foreign Language Teachers Pay Attention to Heterogeneity”: Conceptualizations of Differentiation and Effective Teaching Practice in Inclusive EFL Classrooms by German Pre-Service Teachers

  2022cites this paper
• Dyslexia, Self-efficacy, and Language Instruction in Foreign Language Learning -- A Mixed Quantitive-qualitative Study

  2022cites this paper
• A Universal Screening Tool for Dyslexia by a Web-Game and Machine Learning

  2022cites this paper
• Dyslexia and English as a Foreign Language in Norwegian Primary Education: A Mixed Methods Intervention Study

  2022influential citation
• Toward Inclusive Modern Language Teaching and Learning: Integration of Cognitive Science and Pedagogy *

  2022cites this paper
• Mediating the Learning of a Student with Dyslexia in a Greek Supplementary School in the UK

  2021cites this paper
• Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study

  2021influential citation
• The Critical Period Hypothesis for L2 Acquisition: An Unfalsifiable Embarrassment?

  2021cites this paper
• Teaching English to Special Educational Need Students through an Online Tool

  2021cites this paper
• Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers

  2021influential citation
• IMPROVING ENGLISH VOCABULARIES THROUGH DERIVATIONAL MORPHEME

  2021cites this paper
• Language aptitude, language interaction and age of language learning

  2021cites this paper
• Between Expectations and a Sustainable Teaching Career: The Results of a Metaphor Study

  2021cites this paper
• Teaching English Vocabulary As A Second Language To Dyslexic Students:

  2021cites this paper
• Decoding and word recognition in English as a native and a foreign language in students with and without dyslexia (English vs. Polish students).

  2020cites this paper
• Reading in English as a Foreign Language by Spanish Children With Dyslexia

  2020cites this paper
• Specific learning difficulties in second language learning and teaching

  2020cites this paper
• Screening risk of dyslexia through a web-game using language-independent content and machine learning

  2020cites this paper
• Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective

  2020cites this paper
• Teaching Vocabulary Acquisition through Derivational Suffixes of SMP Santo Petrus Medan in the Academic Year 2017/2018

  2020cites this paper
• The additional supports required by pupils with special educational needs in Irish-medium schools.

  2020cites this paper
• Dyslexia in the context of second language learning and teaching

  2020cites this paper
• The Development of Reading and Spelling in Polish: A Semi-transparent Orthography

  2020cites this paper
• Fostering literacy skills and self-efficacy in a Chinese EAL learner with dyslexia

  2020cites this paper
• Effective Provisions of Educational Services for Native Arabic Learners with dyslexia at a Private School in Northern Emirates in the UAE A case-study

  2020cites this paper
• Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

  2020cites this paper
• Supporting Students with Dyslexia

  2020cites this paper
• Teaching English to Students With Dyslexia in Iran: A Multiple-Case Study

  2020cites this paper
• Un programme proposé pour conscientiser les enseignants du FLE autour de la dyslexie

  2019cites this paper
• The L2 Motivation of Learners with Special Educational Needs

  2019cites this paper
• NL reading skills mediate the relationship between NL phonological processing skills and a foreign language (FL) reading skills in students with and without dyslexia: a case of a NL (Polish) and FL (English) with different degrees of orthographic consistency

  2019cites this paper
• Individual differences in L2 achievement mirror individual differences in L1 skills and L2 aptitude: Crosslinguistic transfer of L1 to L2 skills

  2019cites this paper
• Pre-Service English Language Teacher Education and the First Years of Teaching: Perspectives from Cyprus

  2019cites this paper
• Using differentiation to teach English for learners with dyslexia in Finnish upper comprehensive schools

  2019influential citation
• Linguistic transfer in English as a foreign language in a single free writing task in Polish students with and without dyslexia

  2019cites this paper
• Foreign language learning for children with ADHD: evidence from a technology-enhanced learning environment

  2019cites this paper
• Multidimensional Networks for Functional Diversity in Higher Education: The Case of Second Language Education

  2019influential citation
• Foreign language teachers’ preparedness to cater for special educational needs of learners with dyslexia: a conceptual framework

  2019cites this paper
• A Case Studt of an Intervention Program for Students with Dyslexa in A primary School in the UAE

  2019cites this paper
• Integrating Students with Specific Learning Differences in the EFL Classroom

  2019cites this paper
• The analysis of free writing, vocabulary, and dyslexia in English as a native and foreign language (English vs. Polish students)

  2019cites this paper
• Developmental dyslexia: a condensed review of literature

  2019cites this paper
• Towards Language Independent Detection of Dyslexia with a Web-based Game

  2018cites this paper
• English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland.

  2018cites this paper
• The language and literacy profile of young Polish children learning English as an additional language in the UK school system

  2018cites this paper
• Towards crossing the borders in foreign language teacher training: A report on a pilot phase of the Tandem Learning for Teacher Training project

  2018cites this paper
• Phonemic Awareness in English as a Foreign Language

  2018cites this paper
• Okulograficzna analiza stopnia dostosowania podręczników szkolnych do nauki języka angielskiego do potrzeb uczniów z dysleksją rozwojową . Cz. I: opis problemu badawczego, metodologia i wyniki badań psychologicznych

  2018cites this paper
• How Many U.S. High School Students Have a Foreign Language Reading “Disability”? Reading Without Meaning and the Simple View

  2018cites this paper
• Polish as L1, English as L2: the linguistic transfer impact on Second Language Acquisition stemming from the interlingual differences: implications for young learners education

  2017cites this paper
• ”Dyslexia Becomes a Disability When Learning Differences are Overlooked” : A Case Study of English Language Teaching and Dyslexia Provisions in a Swedish Upper Secondary School

  2017cites this paper
• What makes dyslexic language learners successful in the long run? An exploratory study

  2017influential citation
• Inclusive practices in teaching students with dyslexia:Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course

  2017cites this paper
• Investigating syntactic priming during sentence comprehension in developmental dyslexia: evidence for behavioral and neuronal effects

  2017cites this paper
• Reading and Spelling Difficulties in the ELT Classroom.

  2017cites this paper
• Training Phonological Awareness in Children through Pedagogical Technologies: An App for Learning Italian as a Foreign Language

  2017cites this paper
• Developing pedagogical expertise in modern language learning and specific learning difficulties through collaborative and open educational practices

  2017cites this paper
• University of Zagreb Faculty of Humanities and Social Sciences Department of English Academic year 2016/2017 Tea Vidović READING SKILLS AND FL ACQUISITION IN DYSLEXIA: A CASE STUDY

  2017influential citation
• Curso 2016-2017 ANALYSIS OF THE ASSESSMENT TOOLS USED FOR THE DIAGNOSIS OF DYSLEXIA IN SPANISH AND IN ENGLISH

  2017cites this paper
• The Effect of Norwegian Dyslexia Friendly Schools: The Acquisition of L2 English in 6th and 7th Grade

  2016influential citation
• The Relationship between Reading Dyslexia and Academic Performance of Upper Primary Pupils in Public Schools in Changamwe Sub-County, Kenya

  2016cites this paper
• Grasping dyslexia: Bridging the gap between research and practice

  2016cites this paper
• Exploiting children's literature in EFL teaching from the different learners' point of view : a differentiated teaching material package for fourth graders

  2016cites this paper
• Taking L3 learning by the horns: benefits of computer-mediated intervention for dyslexic school children

  2016influential citation
• Dyslexia friendly practices in Greek primary EFL classrooms

  2016cites this paper
• Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements?

  2016influential citation
• Report of learning experiences in didactical conditions for teaching grammar, vocabulary, and pronunciation to Katty, a student with dyslexia

  2016cites this paper
• Learning a Language with Dyslexia

  2016cites this paper
• Dyslexia and English: Degree of Difficulties Faced by the Students with Dyslexia while Learning English

  2016cites this paper
• DYSLEXIA AND SPELLING IN TWO DIFFERENT ORTHOGRAPHIES (GREEK VS. ENGLISH): A LINGUISTIC ANALYSIS.

  2016cites this paper
• Multimodality across Communicative Settings, Discourse Domains and Genres

  2016cites this paper
• “The Good Start Method for English” or how to support development, prevent and treat risk of dyslexia in children learning English as a second language

  2016cites this paper
• Difficulties of Polish students with dyslexia in reading and spelling in English as L2

  2016cites this paper
• ”De har ju rätt att nå både D och C” Lärares upplevelser av elever i läs- och skrivsvårigheter i ämnet engelska

  2015cites this paper
• Barton Reading & Spelling System: Experiences of International School Teachers in Norway of Students with Dyslexia

  2015influential citation
• MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia

  2015cites this paper
• Deaf and Hard-of-hearing Students' Individual Differences in Foreign Language Learning

  2015cites this paper
• Development of EFL Teacher Training Materials: Lessons from Co-ordinating a Multilateral Project

  2015cites this paper
• Dyslexia in modern language learning: a case study on collaborative task-design for inclusive teaching and learning in an online context

  2015cites this paper
• Teaching English to a Finnish as a second language student : a case study on differentiating language teaching

  2015cites this paper
• Teaching English to young learners with ADHD and dyslexia

  2015cites this paper
• Reading problems and treatments with dyslexia - is it too late for remedy in adulthood?

  2015cites this paper
• 10 years of the LLAS elearning symposium: case studies in good practice

  2015cites this paper
• Dyslexia in the European EFL Teacher Training Context

  2014cites this paper
• Making word-mathematical problem-solving accessible to students with dyslexia in Cyprus : a web-based approach

  2014influential citation