Multiple Strategies Approach and EFL Reading Comprehension of Learners with Dyslexia: Teachers' Perceptions

Autor/inn/en	Awada, Ghada; Plana, Mar Gutiérrez-Colón
Titel	Multiple Strategies Approach and EFL Reading Comprehension of Learners with Dyslexia: Teachers' Perceptions
Quelle	In: International Journal of Instruction, 11 (2018) 3, S.463-476 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	English (Second Language); Second Language Learning; Reading Comprehension; Dyslexia; Teacher Attitudes; Inclusion; Special Education; Foreign Countries; Reading Difficulties; Reading Strategies; Grade 7; Grade 8; Grade 9; Qualitative Research; Reading Skills; Lebanon + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseverstehen; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Lehrerverhalten; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Reading difficulty; Leseschwierigkeit; Reading strategy; Leselernstufe; Lesetechnik; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Qualitative Forschung; Reading skill; Lesefertigkeit; Libanon
Abstract	The present study reports the perceptions that the teachers have of the usefulness of a combined strategy instruction for the improvement of the reading comprehension skill in students with dyslexia. These students are placed in regular classes on a full-time basis (inclusion) and their situation has not been changed for the purpose of this study. The strategy instruction includes graphic organizers, visual displays, mnemonic illustrations, movie maker journaling and movie use, prediction, inference, text structure awareness, main idea identification, summarization, and questioning. The findings of the qualitative analysis indicate that all those strategies help students improve the reading comprehension of narrative texts. However, teachers explain that each strategy has positive aspects as well as drawbacks. This study will help teachers to design appropriate syllabus as well as sets of activities to groups of students in inclusive settings. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01