The Acquisition of English as a Foreign Language among Different Levels of Learners with Dyslexia
Saved in:
| Title: | The Acquisition of English as a Foreign Language among Different Levels of Learners with Dyslexia |
|---|---|
| Language: | English |
| Authors: | Abu Rabia, Salim (ORCID |
| Source: | Journal of Educational Research. 2021 114(4):317-331. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | English (Second Language), Second Language Instruction, Intervention, Grade 6, Dyslexia, Students with Disabilities, Semitic Languages, Language Skills, Severity (of Disability), Foreign Countries, Arabs, Program Effectiveness |
| Geographic Terms: | Israel |
| DOI: | 10.1080/00220671.2021.1933883 |
| ISSN: | 0022-0671 |
| Abstract: | The goal of the present study was to examine improvement in English as a foreign language (EFL) among different levels of readers with dyslexia, after an intervention program over a defined period. A total of 180 sixth-grade pupils from schools for learning disabilities in the Arab sector participated in the study, and 90 of the students who participated in an EFL intervention program had dyslexia. The students were divided into three levels of dyslexia in their Arabic mother tongue: severe, moderate, and light. Findings revealed the skills of the students in the intervention group to be better than those in the control group. The research findings also did not indicate any differences between the groups in the context of skills measured in terms of time, and it is from here that the higher-level skills of the students in the intervention group were reflected in aspects relating to ability (number of correct answers) and not necessarily to processing speed. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1309993 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The goal of the present study was to examine improvement in English as a foreign language (EFL) among different levels of readers with dyslexia, after an intervention program over a defined period. A total of 180 sixth-grade pupils from schools for learning disabilities in the Arab sector participated in the study, and 90 of the students who participated in an EFL intervention program had dyslexia. The students were divided into three levels of dyslexia in their Arabic mother tongue: severe, moderate, and light. Findings revealed the skills of the students in the intervention group to be better than those in the control group. The research findings also did not indicate any differences between the groups in the context of skills measured in terms of time, and it is from here that the higher-level skills of the students in the intervention group were reflected in aspects relating to ability (number of correct answers) and not necessarily to processing speed. |
|---|---|
| ISSN: | 0022-0671 |
| DOI: | 10.1080/00220671.2021.1933883 |
