Outline

  1. Introduction
    1. Purpose of this study: to learn how to teach dyslexia students English
    1. Significance of this study: There are 10% people have dyslexia in the world.
  2. Current situation in japan of teaching English to dyslexia students

2-1 A part of teachers have awareness to teaching English to dyslexia students but there are also some teachers cannot understand and support students with disabilities

2-2 Special education class in university to students who are studying about education (not special education major) must be learning. 

  • Research questions

3-1 What the disabilities to dyslexia students?

3-2 What can teachers do for them?

  • Effective ways of teaching English to dyslexia students

4-1 Action video games

4-2 Making some connection: form meaning and pronounce

4-3 Attention training

4-4 Having a training with separate sensation

  • Conclusion

5-1Summary of this research paper

5-2 Further research

  • Reference

Bimali I. (2019)Accommodating learners with dyslexia in ELT in Sri Lanka: Teachers’ knowledge, attitudes and challenges.TESOL Quarterly.pp630-654.

Virginia W. B.,Yen-Ling L., Robert D. A., Zvia B.(2013) Teaching children with dyslexia to spell in a reading-writers’ workshop. Annals of dyslexia 63(1), pp 1–24.doi: 10.1007/s11881-011-0054-0.

Mary A., Tiffany H., Samuel G., Shelley G. ,Kathryn C. ,Nelson C.(2017 Apr 14) J Speech Lang Hear Res60(4):1012-1028. doi: 10.1044/2016_JSLHR-L-16-0036.

Sandro F., Piergiorgio T., Luca R., Sara B., Susan C., Kit D., Andrea F. & Simone G. (2017).Action video games improve reading abilities and visual-to- auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports7(1),doi:10. 1038/s41598-017-05826-8

Sari Ylinen, Katja Junttila, Marja Laasonen, Paul Iverson, Lauri Ahonen, Teija Kujala.(2019).Diminished brain responses to second-language words are linked with native-language literacy skills in dyslexia. Neuropsychologia,105-115 .doi: 10.1016

Synthesis paper

I read five articles about dyslexia students and I find three common issues from these articles.

The first common issue is that dyslexia students need phonological, orthographic, and morphological relationships of language. For example, the word ”picture”, dyslexia students cannot make a relationship between pronounce of “picture”, the meaning of  “picture” and the form of the word. Word learning is very difficult to dyslexia students, especially familiar words. Teachers should support dyslexia students to remember every words exactly. From Virginia W. B.,Yen-Ling L., Robert D. A., Zvia B.’s article(2013) , there is a research about dyslexia students. According the research, researchers know that word spelling is difficult to dyslexia students. I think it is important to remember words form or spelling, because if students want to training listening and writing not just reading, they must combine words’ form and pronounce.

The second common issue is about attention from Sandro F., Piergiorgio T., Luca R., Sara B., Susan C., Kit D., Andrea F. & Simone G. ’article(2017). Researchers use action video games to improve dyslexia students’ reading skills and attentional shifting. If the action video is useful, I think the video also can be used in normal school for students without disabilities. Primary school students cannot concentrate a long time, a game can help them memory English.

The third common issue is about teacher’s attitude to dyslexia students and training for teachers from Bimali I. ‘s article(2019). Training about dyslexia supporting can make teachers understand dyslexia students. Professor in special education major said that training about special support education is insufficient to teachers in normal school. Class they must taking for license is just a little. That is true. But I think Japanese special supporting education is more complete than China. I hope that special education training in China will be complete and professional.  

Bibliography 5

Reference:

Bimali I. (2019)Accommodating learners with dyslexia in ELT in Sri Lanka: Teachers’ knowledge, attitudes and challenges.TESOL Quarterly.pp630-654.

Summery:

Teacher training program can change teachers’ negative attitude  towards dyslexia and make them have more techniques and knowledge for dyslexia students. Lack knowledge make teachers have negative attitude. Teachers who have more knowledge will have a positive attitude to dyslexia children.

SpLDs: Specific Learning Difficulties

It is used to cover learning difficulties such as dyslexia, dyspraxia, dyscalculia and ADHD.

Dyslexia should be supported individually.

There are four levels of education management: national, regional, institutional and classroom.

Teachers seem to be affected most by lack of ownership.

Sociocultural ideology is also important to inclusive practices.

Special education service for students with disabilities is responsibility.

Lack support for special students influence the implementation of inclusive practices.

English is the main second language in Sri Lanka. But teacher training has a low training. That is a issue.

Starting from national level, to classroom level.

They took part in two-days workshop.

Teachers’ need: to understand dyslexia. Support dyslexia

Most of teachers felt that the training is useful. 

Assessment:

The paper is based on practical research and interview so I think the paper is useful to me.

Teachers’ attitude to children is important for education in classroom level.

The paper make me start to think how can I make a training program for Chinese special education teachers.

Reflection:

I did not learn any English teaching methods for dyslexia students but it is useful to me because the paper give me a hint that China special education system need a more professional training program for teachers.

I want to know more about the training program. 10%people have some reading disabilities so special support is important to every school and classroom.

2 Bibliography

3.Reference:

Virginia W. B.,Yen-Ling L., Robert D. A., Zvia B.(2013) Teaching children with dyslexia to spell in a reading-writers’ workshop. Annals of dyslexia 63(1), pp 1–24.doi: 10.1007/s11881-011-0054-0.

Summery

Writers make a reading-writers workshop at the university. They made 4 steps for 2 groups in the workshop:

1. Grapheme-phoneme correspondences for oral reading.

2. A group had a training of oral reading and spelling.

  Let B group have a training of oral reading and phonological awareness.

3.A group had an orthographic spelling strategy and rapid accelerated reading program training.

 B group continued step 2 training.

4. A group had morphological strategies and RAP training (RAP is a universal design training which transcends culture, clientele, and learning environment)

B had orthographic spelling strategy training. 

Spelling disabilities is a persistence problem for dyslexia on development.

Dyslexia students need phonological, orthographic, and morphological relationships of language

For the end of step 1 and 2, the time × treatment interaction was not significant for phonological decoding rate. But for step 3, there are a significant time × treatment interaction 

Step 3 and 4 have some clear difference.

Word spelling had uniquely outcoming for step3 and step4.

Assessment:

It is useful. It provided me many information of article about dyslexia and taught me many academic knowledge of special education. But some academic is different to me.

Reflection:

The article is related to my research. I want to know about the teaching methods of dyslexia English teaching. This article taught me many about teaching methods.

4.Referenece:

Mary A., Tiffany H., Samuel G., Shelley G. ,Kathryn C. ,Nelson C.(2017 Apr 14) J Speech Lang Hear Res60(4):1012-1028. doi: 10.1044/2016_JSLHR-L-16-0036.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5548075/

Summery:

For each games students learnt about names and semantic features for four different sea monsters 

Word learning and word speaking is difficult to dyslexia in language studying, but their accomplishing dependent on task.

Phonological-visual linking task is useful.

The words length for the test have different effects.

(I cannot understand about naming task)

Assessment:

This article is a little useful. I want to research about English teaching methods but I am interested in phenomenon and principle of dyslexia.

Reflection:

I learned that phonological-visual linking is useful. It can help my research and give me a new way to learn another language.

11.13

Reference:Sandro F., Piergiorgio T., Luca R., Sara B., Susan C., Kit D., Andrea F. & Simone G. (2017).Action video games improve reading abilities and visual-to- auditory attentional shifting in English-speaking children with dyslexia. Scientific Reports7(1),doi:10. 1038/s41598-017-05826-8

Summery

Reading improvements are connected both with attentional and working memory gains, because visuo-spatial, cross-sensory attentional and phonological working memory changes.

Researchers use action video games to improve dyslexia students’ reading skills and visual to auditory attentianal shifting. Dyslexia students have a special disorder phonological processing.

Even in a language with dyslexia orthography, AVG training improves reading skills without a direct targeting of phonology.

Reading improvements are connected both with attentional and working.

Assessment

I can

According this article, I knew about what dyslexia can or cannot. And I knew a new way to train dyslexia students reading skills. Reading is connected with understanding the meaning of each words, it is a very important skills.

My research

My research question is how to teach dyslexia English as a foreign language. This article researched English-speaking children. I think that there are some common question in English-speaking students or students who are studying English as a foreign language, so this article is useful to me.

week 20 Assigment

Reference:

Sari Ylinen, Katja Junttila, Marja Laasonen, Paul Iverson, Lauri Ahonen, Teija Kujala.(2019).Diminished brain responses to second-language words are linked with native-language literacy skills in dyslexia. Neuropsychologia,105-115 .doi: 10.1016

Summary:

Dyslexia students have difficulty for second-language words form, especially familiar words.

The activation of representation of second-language word is weaker with dyslexia children than normal children.

Researchers made 3 groups: weak, average, above average groups. LukiLasse tested the accuracy and speed of reading single words and writing dictated words of sentence.

Participants were 9-11-year-old students. Their native language is Finnish and they were studying English as second language.

Assessment:

The article is useful to answer my question: what is 

The source is through an experiment with dyslexia and control. And also the article used many researches so I think the source is reliable and objective.

The goal is that dyslexia students have difficulty for second-language words form, especially familiar words.

Reflection:

According to the article, I know what is the difficulty for dyslexia students, 

The article answers my research question.

10/24 assignment

The Role of Attention Shifting in Orthographic Competencies: Cross-Sectional Findings from 1st, 3rd, and 8th Grade Students作者: von Suchodoletz, AntjeFaesche, AnikaSkuballa, Irene T.FRONTIERS IN PSYCHOLOGY   卷: 8     文献号: 1665   出版年: SEP 26 2017

False memory for orthographically versus semantically similar words in adolescents with dyslexia: a fuzzy-trace theory perspective作者: Obidzinski, Micha; Nieznanski, MarekANNALS OF DYSLEXIA 卷: 67 期: 3 页: 318-332 出版年: OCT 2017

Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender作者: Katzir, TamiKim, Young-Suk G.Dotan, ShaharFRONTIERS IN PSYCHOLOGY   卷: 9     文献号: 1180   出版年: JUL 11 2018

Accommodating Learners With Dyslexia in EnglishLanguage Teaching in Sri Lanka: Teachers’ Knowledge, Attitudes, and Challenges

作者:Indrarathne, B (Indrarathne, Bimali)

TESOL QUARTERLY

卷: 53

期: 3

页: 630-654

DOI: 10.1002/tesq.500

出版年: SEP 2019

Teaching English to Students With Dyslexia in Iran: A Multiple-Case Study

作者:Mohamadzadeh, S (Mohamadzadeh, Shirin)Sotoudehnama, E (Sotoudehnama, Elaheh)Marandi, SS (Marandi, S. Susan)Tafti, MA (Tafti, Mahnaz Akhavan)查看 Web of Science ResearcherID ORCID

READING & WRITING QUARTERLY

DOI: 10.1080/10573569.2019.1605951

在线发表日期: MAY 2019

Research topic

I am interested in the methods of teaching English to LD(learning disabilities) children.

Why I choose this topic is that I am interested in Special Education and people with disabilities. Some people is different to me, I want to know the difference between them and me. One of the difference is that something I can do it but they cannot, or something they can do it but I cannot. The reason and root of those difference is interesting. English is my second major, so I have a chance to research a topic what connect Special Education with English.

The another reason is that it was easy for me to study Japanese, but my friends in Japanese major of my junior high school and me feel English is very difficult. We spent much time for English studying but we also cannot use English well. I want to know why English is difficult to us. I felt pronunciation rule of English is difficult, one of my friend cannot understand why a sentence just has one verb.

I am also interested in how English heal people. I felt Japanese heal my spirit. I use Chinese base my intuition, it follow too strong emotion. But Japanese is my second language, I use it by logic, so when I use Japanese, my logic can be more clear. I live in Japan for 3years, sometimes I can express my thinking in Japanese but not in Chinese, and I always try to translate my Japanese to Chinese. Then I find my spirit calm. I have these experience, so I consider that maybe foreign language learning can be a healing way for emotional disturbed child. Or make some words have stable emotions, we can teach children specific words with stable and simple emotions. They can use these words for keeping calm. It likes “kotodama” in Japanese.

10.3 assignment

1 I want to teach English to junior high school students.

2 I am interested in speaking and listening.

3 I like Content and language Integrated Learning.

4 I think Content and Language Integrated Learning and is the most appropriate to Japanese students.

5 I would like to investigate English teaching methods for children with disabilities.