Country Studied: Portugal
Type of learning difficulty the Case Study is supporting:
- Reading and writing difficulties.
Aims and objectives of Case Study
The main objective of the case study is to investigate whether a dyslexic child makes the same types of errors in their native language and a foreign language. Moreover, it aims at raising teachers’ awareness of dyslexia and its impact on learning, in order for them to develop targeted learning programs that promote student autonomy and self-concept. With error comparison, the study speculates on the identification of similarities and differences that will inform the development of effective intervention strategies. To do so, the following general and specific objectives (GO/SO) were drawn:
- GO: analyse the error patterns made by dyslexic students in reading and writing, in both their native and foreign language;
- SO: identify error typology of dyslexic students in native and foreign language;
- SO: analyze similarities and differences in reading and writing errors across these languages.
Short description of Case Study
The research was carried out in eight 2nd cycle public schools (10-12 y.o.) chosen specifically for their population, since 5th and 6th grade students with a formal diagnosis of dyslexia were needed. This age group was detected as crucial for the consolidation of core reading and writing skills both in Portuguese and in English, that is introduced in primary school but mostly focusing on oral language activities. The investigation was carried out mainly through descriptive data collection methods (observation matrix, error typology table and error analysis grid), in the classroom (natural environment), with 12 dyslexic students as the Experimental Group (EG) and 12 non-dyslexic as Control Group (CG).
3 Key learning Principles that were used in this Case Study to support learners with LD
1. Error patterns – The study revealed similar error patterns in reading and writing in both the native and foreign language for dyslexic students. However, the frequency of errors was higher in English, suggesting a difference in the degree of difficulty rather than a distinct type of error. In writing expression, the most frequent errors were letter omission, grapheme confusion and concordance in number/time and verbal person, while in reading difficulties were registered in fluency (hesitant reading), letter omission, grapheme confusion, opinion giving and overall text comprehension.
2. EG vs. CG – The comparative analysis between the Experimental and the Control Group in terms of error patterns suggests that dyslexia manifests in specific and characteristic errors. All the groups in the study showed common difficulties in opinion giving, text comprehension and concordance, with higher incidence in dyslexic students both in native and foreign language.
3. Cooperation between teachers – Native and foreign language teachers should join forces in finding suitable strategies for all their students and, particularly, for the dyslexic ones.
Strategies used as part of Case Study
- Individualized Learning Plans.
- Collaboration with support services and professionals.
Results and impact
The collected data challenges the notion that language complexity directly correlates with student difficulty. Analyzing error patterns in both native and foreign language, no significant difference in error types was found. Interestingly, similarities outnumbered differences, with a higher error frequency observed only in the foreign language. These findings suggest that dyslexia manifests in specific error patterns regardless of language complexity, paving the way for developing targeted intervention and re-education strategies for these students. This research concludes by emphasizing the importance of incremental change. Through a continuous process of successful beginnings and ongoing exploration, even small steps can lead to significant improvements in the learning process. The completion of this investigation serves as a springboard for further development. It is acknowledged that the journey of improvement is never truly finished, and that the paths explored represent the beginning of many more to come.
Why can this Case Study be useful for the project research?
This case study can offer some valuable insights for the FOCUS project, by comparing error patterns across languages and student groups and showing that dyslexia manifests in specific error types, regardless of language complexity. This information is crucial for developing targeted instructional strategies. By highlighting similar error patterns in both native and foreign language for dyslexic students, it suggests that the core challenge lies in the underlying cognitive processes, not the language itself. This knowledge allows educators to focus on addressing those underlying difficulties (e.g., phonological awareness, decoding skills) while adapting their teaching methods for the foreign language (e.g., using multi-sensory activities, scaffolding techniques). This targeted approach can significantly improve foreign language learning outcomes for students with LD.
Transferability
The transferability of this case study can be ensured by the fact that it focuses on dyslexia, condition with similar characteristics across languages, and mostly on the underlying cognitive process behind the error, rather than on language-specific structures and grammar. In order to replicate the study, researchers would have to adapt strategies and error identification to their specific language, while referencing core findings on error analysis and dyslexia. Transferability increases if the study considers errors in commonly taught foreign languages, such as English or Spanish. Overall, the study’s focus on universal cognitive aspects of dyslexia makes it adaptable to various foreign language teaching contexts in different countries.
Resources used as part of Case Study
The study can be read at the following link:
Critical issues
The paper presents interesting findings, that address the critical educational challenge of improving foreign language learning outcomes for students with dyslexia through early intervention and phonological awareness training. Adding concrete examples of how the results of this study could be used to design effective activities and plan strategies to ease foreign language learning for students with learning difficulties could have enhanced its impact. Providing a small collection of potential application of this study to practical teaching techniques would have been a valuable integration.
Any Additional Information or Resources
