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Teaching English to Students with Dyslexia
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Abstract:
Legasthenie oder Lese- Rechtschreibstörung wird weltweit als eine der häufigsten Lernschwierigkeiten angesehen und zeigt sich primär durch Probleme in den Bereichen Lesen und Schreiben. Legasthenie wirkt sich nicht nur in der Muttersprache aus, sondern kann auch das Lernen von Fremdsprachen maßgeblich beeinträchtigen. Diese Diplomarbeit behandelt das Thema Legasthenie in Bezug auf den Englischunterricht in der Schule und wie Lehrpersonen mit dieser Situation in ihren Klassen umgehen. Für den empirischen Teil dieser Arbeit wurden sechs Interviews mit EnglischlehrerInnen durchgeführt, die an Gymnasien in Wien unterrichten und Erfahrung mit legasthenen SchülerInnen gemacht haben. Die Interviews konzentrierten sich darauf, welche Schwierigkeiten die Lehrpersonen bei legasthenen SchülerInnen beobachtet haben, wie sie die betroffenen SchülerInnen unterstützt haben und welchen Herausforderungen die Leherenden dabei selbst gegenüberstanden. Die Ergebnisse zeigen, dass sich die Erfahrungen der TeilnehmerInnen stark unterscheiden. Rechtschreibung, die Organisation von Texten, Lesen, das Erlernen von Vokabeln und generell ein sehr langsames Arbeiten wurde als die häufigsten Probleme genannt. Die Ergebnisse zeigen, dass nur wenige spezifische Methoden im Unterricht verwendet werden, und zwar aus unterschiedlichen Gründen. ; Dyslexia is a language based disorder and acknowledged to be one of the most common learning difficulty worldwide. It manifests itself primarily in reading, writing and decoding deficits. Dyslexia can not only affect first, but also second or foreign language acquisition.Therefore, this thesis concentrates on dyslexia and English foreign language acquisition (EFL) in schools and how teachers cope with it in their classrooms. Interviews were conducted with six English language teachers who work in grammar schools in Vienna and who had experienced dyslexic learners in their classes. The interviews focused on what kind of difficulties they have experienced in dyslexic learners, how the teachers support these students and on what challenges the teachers face in this situation. The findings illustrate that the participants’ experiences with dyslexic students vary considerably. Spelling, organisation of texts, reading, vocabulary acquisition and slow pace, however, have been perceived as the main problems. The data revealed that only minor accommodations are implanted in the lessons, for various reasons.
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Keyword:
80.60 Schreibunterricht; 81.69 Lehrmittel; Dyslexia / EFL / Teaching Englisch; Legasthenie / Englischunterricht; Lernmittel: Sonstiges; Leseunterricht
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URL: http://othes.univie.ac.at/44566/
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| 82 |
SIWI in an Itinerant Teaching Setting: Contextual Factors Impacting Instruction
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In: Doctoral Dissertations (2016)
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| 83 |
Examining Student Writing Proficiencies Across Genres: Results of an Intervention Study
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In: Theory and Practice in Teacher Education Publications and Other Works (2016)
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| 84 |
Differentiating writing instruction for students who are deaf and hard of hearing
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In: Theory and Practice in Teacher Education Publications and Other Works (2016)
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| 85 |
The writing practices and writer identities of adult learners participating in a community-based adult education program
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| 86 |
Developing Preservice Writing Teachers’ Professional Judgment: Design Conjectures for Supporting Equitable and Rigorous Writing Instruction
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In: Teaching/Writing: The Journal of Writing Teacher Education (2016)
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| 88 |
Corpus-supported academic writing : how can technology help? ...
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| 89 |
Enhancing Business Writing Instruction with Blended Learning
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Wu, Jing. - : University of Alberta, 2015
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| 90 |
Academic Literacy Development and Identity Construction of Undergraduates at an American University in the UAE
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| 91 |
Scaffolding Disciplinary Engagement and Literacy for Reclassified as Fluent English Proficient (R-FEP) Middle School Students
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| 92 |
Video Review and Reflection for Ongoing Inservice Teacher Professional Development
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 93 |
Practices and Routines in SIWI Lessons that Develop Skills in Reading
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In: Doctoral Dissertations (2015)
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| 94 |
The writing performance of elementary students receiving Strategic and Interactive Writing Instruction
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 95 |
An Analysis of Deaf Students’ Spelling Skills during a Year Long Instructional Writing Approach
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In: Theory and Practice in Teacher Education Publications and Other Works (2015)
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| 96 |
Developing a Written Language Inventory for Deaf and Hard of Hearing Students: A Systemic Functional Grammar Approach
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In: Doctoral Dissertations (2015)
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| 97 |
The language-(in)dependence of writing skills: translation as a tool in writing process research and writing instruction
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| 98 |
Write On! A Sociocultural Approach to Promoting Engagement and Motivation in Writing for Elementary Students
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| 99 |
The Network-Assisted Process Approach in College English Writing Instruction in China
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In: Cross-Cultural Communication; Vol 11, No 6 (2015): Cross-Cultural Communication; 122-126 ; 1923-6700 ; 1712-8358 (2015)
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| 100 |
Review of Discipline and Learn: Bodies, Pedagogy, and Writing. Megan Watkins.
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In: Journal of Teaching Writing; Vol. 30 No. 1 (2015); 95-102 ; 2374-2852 ; 0735-1259 (2015)
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