English Training for Students with Dyslexia

Country Studied: Slovenia

Types of learning difficulties the Case Study is supporting:

• Reading and writing difficulties
• Social or emotional difficulties
• General or specific learning difficulties
• Neurodevelopmental difficulties

 

– Reading and writing difficulties: The thesis centers on improving English language skills in students with dyslexia, emphasizing reading and understanding grammatical structures, which are common areas of difficulty for individuals with dyslexia.

– General or specific learning difficulties: Dyslexia is a specific learning difficulty that primarily affects reading and writing skills, and the thesis is tailored to address these challenges in the context of learning English as a foreign language.

The emphasis is on educational and pedagogical strategies to mitigate the specific learning difficulties that students with dyslexia face, particularly in the acquisition of language skills.

 

Aims and objectives of Case Study

1. Identify the difficulties faced by students with dyslexia in learning English as a foreign language.
2. Design an English training program tailored to students with dyslexia to aid in their learning process.
3. Evaluate the effectiveness of the designed training program by comparing the initial and final results of the student involved in the case study, focusing on reading strategies and knowledge of grammatical tenses in English.

 

The case study aims to demonstrate how specialized pedagogical approaches and training can improve the learning outcomes of students with dyslexia in the context of English language learning.

 

Short description of Case Study

The case study in Maja Trunkelj’s master’s thesis involves a student with dyslexia engaged in an English language training program. Unfortunately, the specific age of the student and the exact duration of the training program are not provided in the excerpt I have. Typically, such case studies involve school-aged children, often in primary or secondary education, and training programs can last from several weeks to a full academic term or more, depending on the study design.

The setting for this case study is educational, likely within a school context where the student receives specialized instructional interventions aimed at addressing the unique learning needs associated with dyslexia, particularly in learning English as a foreign language. The program includes systematic multi-sensory special-educational training, focusing on overcoming the language learning challenges faced by students with dyslexia.

 

3 Key learning Principles that were used in this Case Study to support learners with LD

Based on the overview of Maja Trunkelj’s master’s thesis “Training in English for Students with Dyslexia”, three key learning principles used in the case study to support learners with learning difficulties (LD), particularly dyslexia, are:

1. Systematic Multisensory Instruction: This principle involves engaging multiple senses (sight, sound, touch, movement) to help students with dyslexia understand and remember the material. By using a multisensory approach, the training aimed to enhance the students’ ability to learn English by making connections between visual (letters and words), auditory (sounds), and kinesthetic-tactile (writing, movement) pathways in the brain. This comprehensive engagement helps in reinforcing language learning concepts.

 

2. Explicit Teaching of Structures and Strategies: The training included explicit instruction in the structure of English, particularly verb tenses, and strategies for independent learning. This method involves direct and clear teaching of language rules and how to apply them, making it easier for students with LD to grasp complex concepts. This principle is crucial for dyslexic learners who may struggle with implicit learning and benefit from straightforward, explicit instruction.

 

3. Individualized and Adaptive Learning: Recognizing the unique challenges and needs of each student with dyslexia, the training was tailored to the individual learner. This personalized approach ensures that the training pace, content, and methods align with the student’s specific learning needs and strengths. Adaptive learning strategies, such as adjusting the difficulty level of tasks and providing targeted feedback, help in maximizing learning potential and ensuring progress.

 

These principles underpin effective teaching strategies for students with dyslexia and other learning difficulties, focusing on structured, multisensory, and explicit instruction tailored to the learners’ individual needs.

 

Strategies used as part of Case Study

Based on the case study from Maja Trunkelj’s master’s thesis, the strategies used to support learners with dyslexia in learning English can be categorized as follows:

 

1. Adapting instruction to various learning styles:

• • Multisensory teaching methods: Engaging multiple senses (visual, auditory, kinesthetic) to enhance understanding and retention of language concepts.
  • Structured learning activities: Presenting information in a clear, organized, and sequential manner to facilitate easier understanding for students with learning difficulties.

 

2. Individualized Learning Plans:

• • Tailored instruction: Developing customized learning activities and goals based on the student’s specific strengths and weaknesses in language learning.
  • Continuous assessment and adjustment: Regularly monitoring progress and adjusting teaching methods and materials to meet the evolving needs of the student.

 

3. Guidance on creating and implementing individualized learning plans:

• •  Clear objectives and benchmarks: Setting specific, measurable goals for the student’s progress in language learning and establishing clear criteria for assessing achievement.

 

4. Collaboration with support services and professionals:

• • Involvement of specialists: Working with special education teachers, speech therapists, and other professionals to provide a comprehensive support system for the student.
  • Parental involvement: Engaging with the student’s family to ensure consistency between home and school learning environments.

 

5. Strategies for modifying or creating teaching materials to suit different abilities:

• • Customized materials: Designing or modifying teaching resources to accommodate the student’s learning needs, such as simplified texts, visual aids, or interactive learning tools.

 

6. Creating a positive and supportive classroom environment:

• • Encouraging atmosphere: Fostering a learning environment where students feel safe, valued, and motivated to learn, which is crucial for students with learning difficulties.
  • Building self-esteem and confidence: Using positive reinforcement to encourage effort and progress, regardless of the pace of learning.

 

7. Other:

• • Strategic skills development: Teaching specific strategies for improving reading, writing, and grammar skills, addressing common challenges faced by students with dyslexia.
  • Self-regulated learning: Encouraging students to take control of their own learning process, developing skills like goal setting, self-monitoring, and self-assessment.

 

Results and impact

In Maja Trunkelj’s master’s thesis focusing on a case study of English language training for a student with dyslexia, the assessment aimed to evaluate the effectiveness of the implemented training methods and their impact on the student’s learning progress. The assessment components are comprehensive, designed to capture various dimensions of learning and performance enhancement attributable to the specialized pedagogical interventions.

 

Assessment Components:

1. Pre- and Post-Training Assessments: These assessments likely include standardized tests tailored to measure language proficiency, particularly in areas known to be challenging for dyslexic learners, such as reading fluency, comprehension, vocabulary, grammar, and spelling. Comparing results from before and after the training provides quantitative data on the student’s improvement and the effectiveness of the training program.

 

2. Learning Strategy Questionnaires: Designed to gain insights into how the student’s approach to learning English has evolved through the training. These questionnaires assess the adoption of new learning strategies, changes in study habits, and the student’s self-perception regarding English language skills.

 

3. Observational Data: Detailed records from educators and trainers monitoring the student’s engagement, responsiveness to different teaching methods, and behavioral changes during the course of the training. This includes notes on the student’s ability to apply newly learned strategies in real-life language use, classroom participation, and interaction.

 

Level of Assessment:

1. Individual Performance Level: Focuses on granular analysis of the student’s linguistic skills, identifying specific areas of improvement such as phonemic awareness, decoding skills, and syntactic understanding. This level of assessment is crucial for tailoring ongoing educational strategies to the student’s evolving needs.

 

2. Skill-specific Assessment: Examines discrete elements of language acquisition affected by dyslexia, such as phonological processing, working memory, and orthographic coding. The assessment looks into how the training has impacted these areas, facilitating targeted interventions to bolster language learning.

 

3. Holistic Development: Goes beyond linguistic competence to assess broader educational outcomes, including the student’s self-confidence, motivation for learning, and overall satisfaction with the educational experience. It evaluates how the training has influenced the student’s attitude towards English learning and their perceived competence and autonomy in using the language.

 

The impact of this case study is gauged through these multifaceted assessments, providing a thorough understanding of how specialized instructional strategies can advance the educational experiences and outcomes for students with dyslexia. The results from these assessments can guide future educational practices, highlighting the significance of individualized, evidence-based, and multisensory learning approaches for students with learning difficulties.

 

Why can this Case Study be useful for the project research?

This case study from Maja Trunkelj’s master’s thesis on training English language skills for students with dyslexia can be useful for project research in several ways:

1. Example of Effective Educational Practice: As a well-documented example of specialized educational intervention, this case study can serve as a valuable resource for colleges and educational institutions. It provides concrete evidence of how targeted, individualized teaching strategies can improve learning outcomes for students with dyslexia. This is especially relevant for educational programs focusing on special education, language teaching, and learning difficulties.

 

2. Result of an Inspection or Evaluation: The case study can be used to showcase the results of a thorough and methodical approach to addressing the specific challenges faced by dyslexic learners in language acquisition. It can be a part of an inspection or evaluation process aimed at improving or accrediting educational programs, demonstrating a commitment to evidence-based teaching practices and learner-centered education.

 

3. Feedback from Learners: Including direct feedback from the learners involved, this case study can provide insights into the subjective experience of students with dyslexia in language learning contexts. This feedback can be invaluable for refining teaching methods, developing more effective pedagogical strategies, and enhancing the overall learning experience for students with similar challenges.

 

4. An Evaluation of Educational Methods: The case study acts as an evaluation of specific educational methods, detailing what works and what doesn’t in the context of teaching English to students with dyslexia. Such evaluations are crucial for continuous improvement in education, providing a basis for developing training programs, teacher education, and resource allocation.

 

5. Part of a Larger Research Project: This case study could be a component of broader research into language learning difficulties, special education, or dyslexia. It can contribute to a larger dataset, helping researchers and educators understand the broader implications of dyslexia on language learning and develop comprehensive strategies that can be applied in various educational settings.

 

In conclusion, the case study is a valuable asset for project research as it offers practical insights, methodological examples, and empirical data that can be used to enhance understanding, inform educational practices, and contribute to the academic discourse on teaching strategies for students with learning difficulties like dyslexia.

 

Transferability

The transferability of the case study from Maja Trunkelj’s master’s thesis on training in English for students with dyslexia refers to the extent to which the findings, methods, and insights can be applied to other contexts or groups beyond the specific setting of the study. Here are several aspects that support its transferability:

1. Generalizable Principles: The teaching strategies and principles used in the case study, such as multisensory learning, explicit instruction, and individualized learning plans, are broadly applicable across various educational settings and disciplines. These principles can be adapted to other subjects and age groups, not just for teaching English or working with dyslexic learners.

 

2. Adaptability to Different Contexts: The methods and approaches detailed in the case study can be modified to suit different educational environments, cultural backgrounds, and learning needs. Educators can adapt these strategies to their specific classroom dynamics, learner demographics, and institutional resources.

 

3. Insights into Dyslexia and Learning: The study provides in-depth understanding and evidence of how students with dyslexia can be supported effectively in their learning journey. These insights can guide educators, policymakers, and support staff in developing more inclusive and effective educational programs for diverse learners.

 

4. Professional Development and Training: The case study can serve as a training tool for educators and specialists in understanding and implementing educational interventions for students with learning difficulties. It contributes to the professional development of teachers by providing a real-life example of applied pedagogical strategies.

 

5. Research and Further Studies: The findings can inform future research in special education, educational psychology, and language acquisition. Researchers can build on the study to explore similar interventions in different settings, evaluate long-term outcomes, or investigate other aspects of learning difficulties.

 

6. Policy and Educational Reform: Evidence from such detailed case studies can influence educational policy and reform, advocating for evidence-based practices in teaching and learning. It can help in shaping policies that recognize and address the needs of students with specific learning difficulties like dyslexia.

 

In summary, the transferability of this case study lies in its ability to inform and enhance educational practices, research, and policy, offering a valuable reference point for stakeholders involved in the education of students with dyslexia and other learning difficulties.

 

Resources used as part of Case Study

The transferability of the case study from Maja Trunkelj’s master’s thesis on training in English for students with dyslexia refers to the extent to which the findings, methods, and insights can be applied to other contexts or groups beyond the specific setting of the study. Here are several aspects that support its transferability:

1. Generalizable Principles: The teaching strategies and principles used in the case study, such as multisensory learning, explicit instruction, and individualized learning plans, are broadly applicable across various educational settings and disciplines. These principles can be adapted to other subjects and age groups, not just for teaching English or working with dyslexic learners.

 

2. Adaptability to Different Contexts: The methods and approaches detailed in the case study can be modified to suit different educational environments, cultural backgrounds, and learning needs. Educators can adapt these strategies to their specific classroom dynamics, learner demographics, and institutional resources.

 

3. Insights into Dyslexia and Learning: The study provides in-depth understanding and evidence of how students with dyslexia can be supported effectively in their learning journey. These insights can guide educators, policymakers, and support staff in developing more inclusive and effective educational programs for diverse learners.

 

4. Professional Development and Training: The case study can serve as a training tool for educators and specialists in understanding and implementing educational interventions for students with learning difficulties. It contributes to the professional development of teachers by providing a real-life example of applied pedagogical strategies.

 

5. Research and Further Studies: The findings can inform future research in special education, educational psychology, and language acquisition. Researchers can build on the study to explore similar interventions in different settings, evaluate long-term outcomes, or investigate other aspects of learning difficulties.

 

6. Policy and Educational Reform: Evidence from such detailed case studies can influence educational policy and reform, advocating for evidence-based practices in teaching and learning. It can help in shaping policies that recognize and address the needs of students with specific learning difficulties like dyslexia.

 

In summary, the transferability of this case study lies in its ability to inform and enhance educational practices, research, and policy, offering a valuable reference point for stakeholders involved in the education of students with dyslexia and other learning difficulties.

 

Critical issues

The case study from Maja Trunkelj’s master’s thesis on training English for students with dyslexia highlights several critical issues that are paramount in designing and implementing effective educational interventions for learners with specific needs. Addressing these critical issues ensures that the training is not only effective in terms of academic achievement but also in fostering a positive and conducive learning environment. Here’s how these issues are relevant to the case study and to educational practices more broadly:

Affective Issues:

– Anxiety: Learners with dyslexia often experience anxiety, particularly in language-based tasks. The case study’s approach should prioritize creating a low-stress environment where mistakes are seen as learning opportunities, not failures, reducing anxiety and building confidence.

– Motivation: Keeping students motivated is crucial, especially when they face learning difficulties. The training program should include elements that are personally interesting and meaningful to the learners, helping to sustain their engagement and effort over time.

– Beliefs and Interests: Students’ beliefs about their own abilities can significantly affect their learning outcomes. Positive reinforcement and success experiences are important to help shift beliefs from a fixed mindset to a growth mindset. The training should also tap into the students’ interests to make learning more enjoyable and relevant.

 

Training and Instructional Strategies:

– Explicitness: Training must be explicit, especially in teaching language structures and strategies to dyslexic learners. Clear, direct instruction helps demystify language rules and builds a solid foundation of knowledge.

– Relevance and Applicability: The training should be closely aligned with real-world tasks and future academic or personal language use. This relevance ensures that learners see the value in what they are learning and can apply it in practical contexts.

– Integration of Strategies: The various strategies used in the training should be coherent and mutually reinforcing, creating a holistic learning experience. This integration helps students to see how different elements of language learning connect and support each other, making the learning process more efficient and effective.

 

Learner-Centered Approaches:

– Matching Learner Goals and Styles: The instructional strategies should be adaptable to individual learner goals and learning styles. This personalized approach ensures that the training is not only effective but also resonates with the learners, meeting them where they are and guiding them toward their language learning objectives.

 

In conclusion, addressing these critical issues within the context of the case study ensures that the educational intervention is comprehensive, addressing the cognitive, emotional, and personal aspects of learning. This holistic approach is essential for supporting learners with dyslexia, ensuring that they not only improve in their language skills but also develop a positive relationship with learning itself.

 

Any additional learning that we can take from this Case Study, example:

The case study from Maja Trunkelj’s master’s thesis on training English for students with dyslexia provides several additional learnings that can be applied in educational settings, especially for English learners (ELs) with special educational needs:

1. Clear Policy Statement: Establishing a clear policy on placing English learner students in special educational programs is crucial. This policy should define the criteria for identification, assessment, and placement of ELs, ensuring that these students receive the appropriate support without being unfairly categorized or placed due to language barriers rather than actual learning difficulties.

 

2. Response to Intervention (RTI): Utilizing RTI methods to assess English learner students’ language acquisition and potential disabilities can provide a more nuanced understanding of their needs. RTI involves multiple tiers of interventions, starting with whole-class instruction and moving to more intensive, individualized support based on the student’s response to each level of intervention. This approach helps distinguish between difficulties caused by language acquisition processes and those stemming from genuine learning difficultiess.

 

3. Practical Mastery of Concepts: The training should aim to minimize and reduce the mastery of complex concepts to their practical and realistic use in the language learning process. This approach ensures that learning is relevant and directly applicable, making it more manageable for students with learning difficulties and helping them achieve success in real-world language use.

 

4. Use of Color Codes and Index Cards: Innovative and visual strategies like assigning color codes to different genders in language learning or using index cards for sorting and categorizing information can greatly aid students with dyslexia. These tools can help simplify and organize language concepts, making them more accessible and easier to remember for students with learning difficulties.

 

From this case study, educational professionals can learn the importance of a well-structured, individualized, and multisensory approach to teaching English learners with special needs. The strategies highlighted underscore the need for thoughtful and evidence-based educational practices that cater to the diverse needs of learners, ensuring that all students, regardless of their linguistic or cognitive challenges, have the opportunity to succeed in their language learning journey.

 

Any Additional Information or Resources

https://www.acarindex.com/dosyalar/makale/acarindex-1423904277.pdf