Abstract:

This work has as its main domain the study of the type of error characteristic of dyslexic students in the reading and writing activities in the mother tongue as well as in the foreign tongue. Through a quali-quantitative study observing directly students attending the 5th and 6th grade (experimental group composed by 12 students) and non dyslexic students attending the same classes (control group also composed by 12 students) both in the mother tongue classes as well as in the foreign tongue classes, and with the support of all the materials used in this study mainly the observation and type of error registration matrix and the error analyses table when reading a narrative text, we intended to check if the students reveal the same kind of errors when reading and writing in the mother tongue and the foreign tongue. With this research, we intend to creat tools to help dyslexic students to overcome thier difficulties in reading and writing in a foreign language. It is also our goal to make language teachers aware of their contribution to the progress of dyslexic students as well as to the importance of collaborative work in order to create a common strategy to teach dyslexic students having in mind their academical success.

Keywords:

Dyslexia, Mother tongue, English, Reading, Writing.