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1. Dyslexia and the Phono-Graphix Reading Programme (EJ736493)
Author(s):
Wright, Margaret; Mullan, Fiona
Source:
Support for Learning, v21 n2 p77 May 2006
Pub Date:
2006-05-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Dyslexia; Foreign Countries; Program Effectiveness; Reading Programs; Phonology; Language Processing; Language Skills; Spelling; Reading Ability; Remedial Reading; Teaching Methods; Special Needs Students
Abstract: The study reported here set out to investigate the effectiveness of the Phono-Graphix[TM] reading program with ten learners, aged 9-11 years, assessed as having specific learning difficulties/dyslexia. Testing was carried out via initial and final analysis of the students' phonological processing skills and reading spelling ability over an 8-month intervention period. The students were instructed on a one-to-one basis and each received an average of 24.3 hours of instruction. Findings suggest that the Phono-Graphix programme did appear to help improve students' phonological processing skills. They further show that a majority of the students recorded an average gain in reading age of 21 months and an average gain in spelling age of 12 months at the end of the training period. Qualitative findings from the study also show overall positive perceptions of the Phono-Graphix intervention among the parents and class teachers involved. The study reported here adds to the sum of knowledge on UK trials of the Phono-Graphix approach and makes a useful contribution to the literature on remediation strategies for dyslexic students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Spelling Pronunciation and Visual Preview Both Facilitate Learning to Spell Irregular Words (EJ772502)
Hilte, Maartje; Reitsma, Pieter
Annals of Dyslexia, v56 n2 p301-318 Dec 2006
2006-12-00
Journal Articles; Reports - Research
Descriptors: Reading Skills; Spelling; Pronunciation; Orthographic Symbols; Phoneme Grapheme Correspondence; Computer Assisted Instruction; Indo European Languages; Teaching Methods; Age Differences; Foreign Countries; Writing Skills; Elementary School Students; Grade 3; Grade 5; Grade 6
Abstract: Spelling pronunciations are hypothesized to be helpful in building up relatively stable phonologically underpinned orthographic representations, particularly for learning words with irregular phoneme-grapheme correspondences. In a four-week computer-based training, the efficacy of spelling pronunciations and previewing the spelling patterns on learning to spell loan words in Dutch, originating from French and English, was examined in skilled and less skilled spellers with varying ages. Reading skills were taken into account. Overall, compared to normal pronunciation, spelling pronunciation facilitated the learning of the correct spelling of irregular words, but it appeared to be no more effective than previewing. Differences between training conditions appeared to fade with older spellers. Less skilled young spellers seemed to profit more from visual examination of the word as compared to practice with spelling pronunciations. The findings appear to indicate that spelling pronunciation and allowing a preview can both be effective ways to learn correct spellings of orthographically unpredictable words, irrespective of age or spelling ability. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Language Learning Disabilities: The Ultimate Foreign Language Challenge (EJ683975)
DiFino, Sharon M.; Lombardino, Linda J.
Foreign Language Annals, v37 n3 p390-400 Fall 2004
2004-00-00
Information Analyses; Journal Articles
Descriptors: Second Languages; Teaching Methods; Learning Problems; Dyslexia; Second Language Learning; Learning Disabilities; Check Lists; Graduation Requirements; High Risk Students; College Students
Abstract: In today's world where great value is placed on global understanding, the acquisition of languages is essential. Academics would agree that the study of other languages provides students access to the cultural and intellectual heritage of cultures other than their own. Additionally, such study gives new and different perspectives on the structure and complexity of English. For the majority of students, the fulfillment of the college foreign language requirement is not problematic. But what happens to the individuals who have difficulty fulfilling the requirement? This article describes the special difficulties university students with dyslexia and other language learning difficulties have in satisfying the foreign language requirement. The article also provides a checklist of warning signs that identify students who are at risk for failure in foreign language classes, academic options to help students with language learning difficulties, and recommendations for alternative teaching methodologies for students who do not have the ability to learn a foreign language through traditional teaching methods. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Self-Teaching in Normal and Disabled Readers (EJ736050)
Share, David L.; Shalev, Carmit
Reading and Writing: An Interdisciplinary Journal, v17 n7-8 p 769-800 Nov 2004
2004-11-00
Descriptors: Independent Study; Semitic Languages; Intelligence Quotient; Elementary School Students; Reading Difficulties; Dyslexia; Decoding (Reading); Phonology; Language Processing; Age Differences; Orthographic Symbols; Foreign Countries; Hypothesis Testing
Abstract: This study set out to investigate the self-teaching of good and poor readers in pointed Hebrew--a highly regular orthography. Four groups of children (three groups in Grades 4 to 6, and one group in Grade 2) were included in this study; poor readers with large discrepancies between IQ and reading ("dyslexics"), IQ-nondiscrepant poor readers (non-dyslexic or "garden-variety" poor readers), chronological-age matched normal readers, and a group of younger normal readers matched to the older garden-variety group on both reading and mental age. It was hypothesized that primary deficits in phonological recoding (decoding) would impair the identification of novel target words (fictitious names of fruits/towns/stars/coins, etc.) appearing in text, which, in turn, would lead to deficient orthographic memory for target spellings. Alternative predictions were derived with regard to the degree of orthographic deficiency. According to the "compensatory processing" hypothesis, orthographic learning was expected to be relatively "less" impaired among disabled readers compared to normal readers. The alternative "dissociation" hypothesis, on the other hand, predicts that disabled readers' orthographic learning would be significantly "more" impaired than that of normal readers. Neither hypothesis was supported. Impaired orthographic learning, commensurate with levels of target decoding success, was evident in the post-test spelling and orthographic choices of both groups of poor readers. Indeed, a close link was observed between levels of target word decoding and the acquisition of orthographic information among all three older groups of children. No qualitative differences between dyslexics and garden-variety poor readers emerged in patterns of self-teaching. While the data from the three older groups supported a model of developmental delay rather than deviance, findings from the younger reading-age/mental-age controls revealed startling qualitative divergence in orthographic learning. No statistically reliable evidence was obtained for orthographic learning in these younger beginning readers who displayed an essentially "surface" pattern of non-lexical reading. A hybrid "orthographic sensitivity" hypothesis was proposed to account for these data, according to which an initially surface-style of word reading engendered by a highly regular orthography gives way to a highly specialized "print-specific" (orthographic) processing advantage that develops in the course of the second school year as an outgrowth of a critical volume of print experience. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Multilingual Mind: Issues Discussed by, for, and about People Living with Many Languages. (ED478569)
Tokuhama-Espinosa, Tracey, Ed.
N/A
2003-00-00
Books; Collected Works - General
Descriptors: Adoption; Bilingual Students; Children; Cultural Influences; Deafness; Down Syndrome; Dyslexia; Elementary Secondary Education; Family Environment; Inner Speech (Subvocal); Mathematics Education; Multilingualism; Multiple Intelligences; Music; Second Language Instruction; Second Language Learning; Speech Communication
Abstract: This collection of 21 essays focuses on people who experience the world with multiple languages: (1) "Myths about Multilingualism" (Tracey Tokuhama-Espinosa); (2) "Teaching Languages using the Multiple Intelligences and the Senses" (Tracey Tokuhama-Espinosa); (3) "The Role of the Sense of Smell in Language Learning" (Sara Ackerman Aoyana); (4) "Multiliteracy Skills" (Tracey Tokuhama-Espinosa); (5) "Two-Way Immersion Programs in the United States" (Jennifer Rengel); (6) "The Relationship between Musical Ability and Foreign Languages: Communication via Sounds and via Words" (Tracey Tokuhama-Espinosa); (7) "Language, Math, and Thought: Vygotsky's Concept of Inner Speech" (Tracey Tokuhama-Espinosa); (8) "Multilingual Mathematics" (Marie Petraitis); (9) "In the Beginning was the Word: Language and the Womb" (Andrea Bader-Rusch); (10) "First Choice Option: From Birth" (Tracey Tokuhama-Espinosa); (11) "Bilingualism from Birth" (Manuela Gonzalez-Bueno); (12) "Trilingualism: A Study of Children Growing Up with Three Languages" (Suzanne Barron-Hauwaert); (13) "What, You Speak Only One Language!? A Trilingual Family's Story" (Nicola Kupelikinc); (14) "Third Culture Kids: A Special Case for Foreign Language Learning" (Tracey Tokuhama-Espinosa); (15) "The Yellow Streetcar: Shaping a Polyphonic Identity" (Christina Allemann-Ghionda); (16) "Linguistic Hegemony: Is There a Superior Language?" (Tracey Tokuhama-Espinosa); (17) "Foreign Adoption and Bilingualism" (Nicola Kupeliklinc); (18) "Bringing Up Bilingual Children in Scarce Language Environments: How the Internet Can Help Us" (Maria Johnson); (19) "Multilingualism and Cosmopolitanism" (Konrad Gunesch); (20) "A Voice within a Voice: Federman Translating/Translating Federman" (Raymond Federman); and (21) "Challenges to Normal Bilingualism: Down's Syndrome, Deafness, and Dyslexia" (Tracey Tokuhama-Espinosa). (Papers contain references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. Dyslexia and Learning a Foreign Language: A Personal Experience. (EJ627939)
Simon, Charlann S.
Annals of Dyslexia, v50 p155-87 2000
2000-00-00
Information Analyses; Journal Articles; Opinion Papers
Descriptors: Dyslexia; Personal Narratives; Postsecondary Education; Second Language Instruction; Second Language Learning; Second Language Programs; Second Languages; Secondary Education; Teaching Methods
Abstract: This participant observer report reviews research on how dyslexia complicates learning a second language, a description of how dyslexia has affected educational experiences, personal experiences learning a foreign language, and recommendations to individuals with dyslexia who are faced with fulfilling a foreign language requirement and their instructors. (Contains references.) (Author/CR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Teaching in Action: Case Studies from Second Language Classrooms. (ED420997)
Richards, Jack C., Ed.
1998-00-00
Collected Works - General
Descriptors: Academic Achievement; Attitude Change; Case Studies; Classroom Communication; Classroom Environment; Computer Assisted Instruction; Course Descriptions; Creative Writing; Elementary Secondary Education; English (Second Language); Error Analysis (Language); Faculty Development; Foreign Countries; Grammar; Higher Education; Inservice Teacher Education; Language Maintenance; Language Teachers; Language Tests; Large Group Instruction; Multilevel Classes (Second Language Instruction); Numeracy; Reading Instruction; Second Language Instruction; Student Attitudes; Student Motivation; Teacher Student Relationship; Vocabulary Development; Vocational English (Second Language); Writing Instruction
Abstract: The 76 case studies presented here describe how teachers of English as a second language (ESL) respond to problems they encounter in teaching. Each case study describes the context in which the teacher is working, the problem, and the teacher's response. Following each case study is a brief commentary by a teacher educator who reflects that type of problem encountered and the teacher's solution. The case studies are from a wide variety of settings within and outside the United States and at varied instructional levels. Topics include: teacher development (time management, cultural diversity, teacher talk, large classes); teaching ESL in mainstream programs (learner diaries,language variation, computer-assisted numeracy instruction, community initiatives, student integration); introducing curriculum innovations (early childhood education, curriculum development, English for academic and occupational purposes, language attrition); relations with colleagues and students (cultural issues, language differences); affective factors in the classroom (stimulating participation, motivating students, encouraging active learning, changing negative attitudes, immigrant students, learning styles); achieving appropriate learner behaviors; teaching writing (writing workshops, collaborative writing, peer review, creative writing, error analysis, error correction); multi-level classes; teaching speaking; teaching vocabulary and grammar; and teaching reading (extensive reading, dyslexia, literature appreciation, authentic materials). (MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Teaching Foreign Languages to At-Risk Learners. ERIC Digest. (ED402788)
Schneider, Elke
1996-12-00
ERIC Publications
Descriptors: Elementary Secondary Education; German; Grammar; High Risk Students; Language Patterns; Learning Disabilities; Metacognition; Morphology (Languages); Phonology; Second Language Instruction; Second Language Learning; Teaching Methods; Vocabulary Development
Abstract: This digest introduces a specialized approach to teaching at-risk students a foreign language. In the dyslexia literature, the approach is referred to as "multisensory structured language." Because the methodology places a strong emphasis on the metacognitive aspects of language in both native and foreign language instruction, the term "multisensory, structured, metacognitive language instruction" (MSML) is used to address at risk students' weaknesses in recognizing linguistic rules and structure patterns, which are necessary tools for becoming independent users of a foreign language. The approach involves the students in learning to access their linguistic knowledge and the instructor in facilitating metacognitive thought processes. MSML instruction is multisensory, structured, explicit, cumulative, metacognitive, highly repetitive, phonetic, alphabetic, and analytic/synthetical. Each 45- to 60-minute lesson focuses on one of the following rule systems: phonology/orthography, grammar, or vocabulary/morphology. These lessons are discussed in detail, and sample exercises are provided. (Author/JL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (285K)
9. Three Methods for Language Acquisition: Total Physical Response; the Tomatis Program; Suggestopedia. (ED253092)
Bancroft, W. Jane
1984-11-00
Reports - Descriptive; Speeches/Meeting Papers
Descriptors: Classroom Techniques; Comparative Analysis; Learning Processes; Second Language Instruction; Second Language Learning; Suggestopedia; Teaching Methods
Abstract: Total Physical Response is a strategy for learning second languages developed by James J. Asher. The Tomatis program, developed in France by Alfred Tomatis, is a method for treating dyslexia and communication problems and is also used for teaching basic elements of foreign languages. Suggestology is a psychotherapeutic system based on yogic techniques of physical and mental relaxation, created in Bulgaria by Georgi Lozanov. Suggestopedia is the application of suggestology to education, and specifically to foreign language instruction. Although seemingly different, the three methods have important elements in common: (1) they are based on the way children learn their native language, that is, by acquiring listening comprehension before speaking, reading, and writing skills. (2) They share the premise that learning a second language should be a "natural" experience with emphasis on communicative competence and realistic utterances. (3) They perceive language globally, with attention to detail emphasized later in the learning process. (4) They emphasize use of the brain's right hemisphere, for implicit learning. (MSE) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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10. The Tomatis Method and Suggestopedia: A Comparative Study. (ED219938)
1982-00-00
Opinion Papers; Speeches/Meeting Papers
Descriptors: Cerebral Dominance; Dyslexia; Elementary Education; Instructional Innovation; Learning Disabilities; Music Therapy; Reading Instruction; Relaxation Training; Second Language Learning; Teaching Methods
Abstract: Developed in Bulgaria in the 1960's by Dr. Georgi Lozanov, Suggestopedia is a unique system of foreign language teaching, combining yoga relaxation and verbal suggestion with the direct method. In the 1950's in France, Dr. Alfred Tomatis began his research into the ear and the voice and subsequently developed his own unique system for treating dyslexia and teaching foreign languages. Both Lozanov and Tomatis are medical doctors, therapists and researchers who have been influenced by yoga. Both emphasize the teacher's authority, the pact of confidence between teacher and student, and the role of the physical and social environment. Both stress the importance of intonation or tone of voice as well as rhythmic presentation of material. Both the Tomatis and Lozanov Methods favor the use of baroque or classical violin music and emphasize the training of the ear and the development of memory through listening and repetition. Comprising an active and a passive phase or session, both systems promote indirect attention to, and unconscious absorption of lesson materials while the students are in a relaxed state. The aim of both Suggestopedia and the Tomatis Method is to develop the whole personality of the individual in a pleasant learning environment. (Author) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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