Greek research
For many children learning English as a foreign language, spelling is one of the trickiest skills to master. But for children with learning difficulties, such as dyslexia or challenges with working memory, spelling in English becomes even more confusing, especially for young learners whose first language is Greek. A study by Georgia Kazouka (2018), conducted at the University of Macedonia in Thessaloniki, offers valuable insight into the challenges these learners face and how educators can better support them.
Kazouka’s research focused on Greek primary school pupils aged 10 to 12 who had diagnosed learning difficulties. The children were asked to complete various English spelling tasks, and their errors were carefully analysed. The results revealed that the pupils often struggled with phonological and orthographic processing. For example, many wrote words the way they sounded—such as writing “sed” instead of “said”—showing a difficulty in recognising irregular English spelling patterns. Other errors involved confusing similar sounds or letters, such as mixing up “th” and “f” or using “c” instead of “k”. Some students also displayed mirror writing tendencies, like reversing letters—for instance, writing “b” instead of “d”.
These mistakes are strongly connected to how learners with LD process language. Unlike Greek, which has a more predictable and phonetic spelling system, English often breaks its own rules. This inconsistency creates additional confusion, particularly for students who already have difficulty decoding written symbols and connecting them to sounds.
Kazouka’s findings highlight the need for targeted, supportive strategies in the language classroom. Learners with LD don’t simply “make mistakes”; they experience learning in a fundamentally different way. Therefore, teaching approaches must also be different. Structured, multi-sensory methods are especially helpful. For instance, phonics-based approaches that emphasise sound-to-letter connections can improve decoding skills. Visual tools, such as word maps or colour-coded spelling patterns, can make abstract rules more memorable. Activities that involve speaking, listening, writing, and movement, such as tracing or copying words while saying them aloud, help reinforce both the visual and auditory aspects of spelling.
Equally important is the emotional environment in which children learn. Many pupils with learning difficulties are aware of their challenges and may feel embarrassed or anxious in class. Kazouka stresses that building a safe, supportive classroom, where making mistakes is seen as a natural part of the learning process, is crucial for boosting confidence and motivation.
FOCUS was created in response to these very challenges. One of its core aims is to provide teachers with the tools and training they need to support children with learning difficulties in learning English. Through digital games, inclusive lesson resources, and practical teaching strategies, FOCUS helps educators create more accessible and engaging learning experiences.
Kazouka’s research (which you can find here) reminds us that successful foreign language education for all learners, especially those with learning difficulties, requires understanding, patience, and inclusive methods that support how each child learns best.