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URN: urn:nbn:de:0111-pedocs-261304
DOI: 10.25656/01:26130; 10.26529/cepsj.1459
URN: urn:nbn:de:0111-pedocs-261304
DOI: 10.25656/01:26130; 10.26529/cepsj.1459
| Originaltitel |
Dyslexia and English as a foreign language in Norwegian primary education: a mixed methods intervention study |
|---|---|
| Paralleltitel | Disleksija in angleščina kot tuji jezik v norveškem osnovnošolskem izobraževanju: intervencijska študija kombiniranega raziskovalnega pristopa |
| Autoren | Flaten Jarsve, Christopher; Tsagari, Dina |
| Originalveröffentlichung | CEPS Journal 12 (2022) 4, S. 155-180 |
| Dokument | Volltext (563 KB) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | Englischunterricht; Fremdsprachenunterricht; Schüler; Leseschwäche; Lernschwierigkeit; Inklusion; Schuljahr 05; Schuljahr 06; Sonderpädagoge; Leseförderung; Digitale Medien; Medieneinsatz; Lernmethode; Wirkung; Motivation; Lernerfolg; Einstellung <Psy>; Intervention; Interview; Beobachtung; Evaluation; Mixed-Methods-Design; Norwegen |
| Teildisziplin | Sonderpädagogik Fachdidaktik/Sprache und Literatur |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 2232-2647; 22322647 |
| Sprache | Englisch |
| Erscheinungsjahr | 2022 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | Τhe current study explored the effect of specific teaching accommodations for English language learners with dyslexia in a Norwegian primary school. Specifically, this single group intervention project investigated the impact of a range of multisensory techniques on spelling skills and motivation. Participants included a special education teacher and five dyslexic pupils from the fifth and sixth grades. Pre- and post-tests were administered to observe development in spelling, while data were also collected via a pupil evaluation questionnaire and a teacher interview after the intervention. The findings revealed that the intervention was quite successful. The group exhibited substantial differences in mean scores between the pre- and post-test. However, there were individual differences in scores and comorbid disorders appeared to impact the effectiveness of the intervention. Nonetheless, all of the pupils reported gains in their motivation and improvement in their attitude towards learning English, which was confirmed by their special education teacher. The paper concludes by offering specific didactic suggestions regarding accommodations for English language learners with dyslexia. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | CEPS Journal Jahr: 2022 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 14.02.2023 |
| Quellenangabe | Flaten Jarsve, Christopher; Tsagari, Dina: Dyslexia and English as a foreign language in Norwegian primary education: a mixed methods intervention study - In: CEPS Journal 12 (2022) 4, S. 155-180 - URN: urn:nbn:de:0111-pedocs-261304 - DOI: 10.25656/01:26130; 10.26529/cepsj.1459 |
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