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Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 weakness within the language system, specifically at the level of the phonologic module” (Shaywitz, 2008, p. 772-775). Davis and Braun (1997) suggest that “dyslexics have little or no internal monologue, so they do not hear what they are reading unless they are reading aloud. Instead, they are composing a mental picture by adding the meaning—or image of the meaning—of each new word as it is encountered”. This is also why many dyslexic pupils say words (while reading) quietly to themselves. This is called subvocalization. There are several ways how to identify/suspect dyslexia, as e.g. observation (parent, teacher), self-report questionnaire, screening, diagnostic interviews. Pollock, Waller and Politt (2004, in Mortimere, 2008, p. 59) provide a helpful guide to this kind of diagnostic approach. In general, if the answer to three or more of the following questions is ‘yes’, further investigation is definitely warranted. Does a seemingly able and frequently articulate student: 1. have difficulties with expressing themselves on paper – poor and sometimes bizarre spelling, slow or poorly formed handwriting, untidy presentation? 2. seem resistant to or need extra time for written work? 3. have unexpected difficulties with reading or maths? 4. frequently seem worried, switched off or lagging behind? 5. have difficulties with organisation within time and space? 6. have difficulties with situations that involve memory (bringing the right equipment on the right day, remembering spoken instructions, remembering phone numbers, learning multiplication tables)? 7. use inappropriate behaviour to avoid classroom situations in which dyslexic-type learning difficulties might be revealed in public? Ranaldi (2003, p. 14-16) summarises some of the areas that highlight the variation of difficulties associated with dyslexia: Possible difficulties • reading hesitantly; • misreading, making understanding difficult; • difficulty with sequences, e.g. getting dates in order; • poor organisation or time management; • difficulty organising thoughts clearly; • erratic spelling; • processing at speed; • misunderstanding complicated questions, though knowing the answer; • finding the holding of a list of instructions in the memory difficult, though able to perform all the tasks; • remembering people, places and names of objects; • tiring more quickly than a non-dyslexic person – far greater concentration is required; • deciphering a passage correctly yet not getting the sense of it; • great difficulty with figures (e.g. learning tables), reading music or anything which entails interpreting symbols; • learning foreign languages; • inconsistent in performance; • may omit a word or words, or write one twice; • very likely to suffer from constant nagging uncertainty; • great difficulty in taking good notes because cannot listen and write at the same time; • when looking away from a book they are reading or a blackboard from which they are copying, they may have great difficulty in finding their place again; • works slowly because of difficulties, so is always under pressure of time. 41
Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs: e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p. ISBN 978-80-558-0941-0 The types of problems experienced in reading might be: • hesitant and laboured reading, especially out loud; • confusing letters such as b-d, m-n, p-d, u-n and those that sound similarly – in Slovak language s-y, k-g, š-ž; • in Slovak language – ignoring the soft or hard syllables – de-te-ne-le-di-ti-ni-li; • omitting or adding extra words; • reading at a reasonable rate, but with low level of comprehension; • failure to recognise familiar words; • missing a line or reading the same line twice; • losing the place or using a finger or marker to keep the place; • double reading (silent reading first and then aloud) • difficulty in pinpointing the main idea in a passage; • finding difficulty in using dictionaries, directories and encyclopaedias. The types of problems experienced in writing might be: • poor standard of written work compared to oral ability; • poor handwriting with badly formed letters; • good handwriting, but production of work is extremely slow; • badly set out work with spellings crossed out several times; • words spelled differently in one piece of work; • difficulty with punctuation and grammar; • confusion of upper- and lower-case letters; • writing a great deal but ‘loses the thread’; • writing very little but to the point; • difficulty in taking notes in lessons; • difficulty in organising work and personal timetable. The mindmap below summarises some of the symptoms of dyslexia that might be observed. Figure 1: Dyslexia Difficulties Mind Map (Source: Teaching resources homepage; 2013) Bakker (1990, in Pumfrey & Reason, 2005) has hypothesized the existence of two types of dyslexia “P” (perceptual) type and “L” (linguistic) type. “P” type learners “tend to read relatively slowly and in a fragmented fashion, albeit rather accurately because they remain 42
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