Country Studied: Lithuania
Area of Focus: Dyslexia
Types of learning difficulties the Case Study is supporting:
- Reading and writing difficulties
- General or specific learning difficulties
Aims and objectives of Case Study
The aims and objectives of the document focusing on the peculiarities of teaching English as a first foreign language to schoolchildren with dyslexia are aimed at analyzing how teaching this demographic impacts their linguistic education success. The study specifically seeks to substantiate the teaching peculiarities from a theoretical viewpoint, reveal the learning difficulties faced by dyslexic students, and analyze the teaching experiences of teachers from Lithuania and other countries. The research employs both theoretical methods, involving the analysis of scientific literature, and empirical methods, including qualitative research through semi-structured in-depth interviews.
Short description of Case Study
The document is a master’s thesis focusing on the unique aspects of teaching English as a first foreign language to students with dyslexia. It aims to analyze how these teaching methods impact the successful linguistic education of these students. The thesis combines theoretical approaches with empirical research, examining the challenges dyslexic students face and exploring the experiences of English teachers in Lithuania and abroad. Through scientific literature review and qualitative interviews, the study seeks to enhance understanding and support effective teaching strategies for dyslexic learners.
3 Key learning Principles that were used in this Case Study to support learners with LD
– Multisensory Teaching Approaches: Emphasizing the importance of multisensory methods in language instruction, which engage more than one sense at a time, helping dyslexic learners better process and retain information.
– Differentiated Instruction: Implementing differentiated instructional strategies that cater to the diverse needs of learners within the classroom, ensuring that each student’s educational experiences are tailored to their specific learning profiles.
– Use of ICT Tools: Incorporating Information and Communication Technology (ICT) to support learning, providing dyslexic students with alternative means to access, engage with, and demonstrate mastery of language content.
– Continuous Assessment and Feedback: Employing continuous assessment strategies to monitor progress and adapt teaching methods accordingly, coupled with regular feedback to help learners understand their learning process and areas of improvement.
Strategies used as part of Case Study
- Strategies for modifying or creating teaching materials to suit different abilities.
Results and impact
The assessment described in the document consists of a dynamic assessment approach that integrates curriculum-based measures focusing on reading, mathematics, and writing skills. This method evaluates both academic performance and cognitive processes involved in learning, adapting to students’ ongoing progress and needs.
The level of assessment is multifaceted, incorporating both qualitative observations during class activities and quantitative data from regular evaluations, including tests, essays, and in-class projects. This allows for a detailed understanding of students’ abilities across different skills, providing a comprehensive profile of each student’s learning level.
Why can this Case Study be useful for the project research?
This case study is useful for project research because it serves as an example that can be utilized by colleges and educational institutions to improve and adapt their teaching strategies. It includes an evaluation of teaching approaches and feedback from learners, providing insightful data that can help refine educational practices for students with learning difficulties. Additionally, this case study is part of broader research efforts, contributing to the academic understanding of educational strategies for dyslexic students in the context of learning foreign languages. The findings and methodologies can influence future curriculum development and teaching methods, making it a valuable resource for ongoing educational improvements.
Transferability
The transferability of the case study lies in its ability to provide insights and methodologies that can be applied across different educational settings internationally. The research includes experiences from teachers in various countries, including Lithuania, providing a comparative analysis that enriches the understanding of effective educational strategies for students with dyslexia learning English as a foreign language. This cross-national perspective not only broadens the applicability of the findings but also allows for the adaptation of teaching methods to suit diverse educational systems and cultural contexts. By highlighting the successes and challenges in different countries, the case study serves as a valuable resource for educators worldwide, aiming to implement best practices in teaching dyslexic students.
Resources used as part of Case Study
https://portalcris.vdu.lt/server/api/core/bitstreams/a65080a6-205f-4282-9e14-a804249410cc/content
Critical issues
- Timely Diagnosis: The document emphasizes the importance of early diagnosis of learning difficulties, which is critical to providing appropriate interventions that can mitigate the impacts of these difficulties on a child’s educational progress.
- Teacher Training: There is a noted need for better training and preparedness among educators to effectively support students with learning difficulties. This includes equipping teachers with the necessary skills and knowledge to implement adaptive teaching strategies and use educational technology effectively.
- Use of Technology: The document discusses the challenge of integrating technology in a way that genuinely supports learning for students with difficulties, rather than simply incorporating it into classrooms without strategic purpose.
- Inclusive Education: The creation of inclusive learning environments that cater to all students, including those with learning difficulties, is highlighted as a critical issue. This involves ensuring that educational materials and practices are accessible and accommodating to diverse learning needs.
- Resource Allocation: Ensuring that sufficient resources—both in terms of materials and trained personnel—are available to address the specific needs of students with learning difficulties is a recurring issue.
Any additional learning that we can take from this Case Study, example:
The additional learning from this case study, particularly through its international scope, can enhance understanding across different contexts. The inclusion of data from teachers in countries like Lithuania, Poland, Brazil, and the UK allows for a comparative analysis that reveals how different educational systems approach the challenges of teaching English as a foreign language to students with dyslexia. This global perspective can provide valuable insights into diverse educational practices and suggest adaptable methods for various settings. Thus, educators and policymakers can benefit from understanding and potentially implementing effective strategies tested in different international environments.
