English as Foreign Language

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract There is growing evidence that dyslexia may involve difficulty with implicit learning, which may hinder learners with dyslexia to acquire spelling skills in a foreign language through implicit instruction. Paradoxically, this is exactly how Dutch students with dyslexia learn English spelling at school. This research aims to determine if implementing explicit spelling instruction, based on a direct comparison between L1 Dutch and L2 English spelling, facilitates the development of spelling skills of dyslexic learners in English as a Foreign Language. The participants were 40 Dutch-speaking secondary-school students independently diagnosed with dyslexia (age 12–14). Twenty participants attended their regular English lessons (comparison group), whereas 20 other participants received explicit contrastive spelling instruction once a week for eight weeks (intervention… Continue Reading →