Abstract:

The research question addressed in this paper is whether people with dyslexia use reading strategies effectively to understand the meaning of unknown words.

Developmental dyslexia is a language-based disorder (Vellutino et al., 2004) that hinders the acquisition of reading and writing skills. However, besides problems in acquiring literacy, people with dyslexia also experience difficulties in learning foreign languages (cf. Myer & Ganschow, 1988; Schneider & Crombie, 2003; Helland & Kaasa, 2005; Kormos, Csizer, & Sarkadi 2009; Nijakowska, 2010). Foreign language vocabulary learning deficits generally manifest as semantic paraphasias, longer times for word retrieval, and nominal aphasia (cf. Crombie, 1997; Ganschow and Sparks, 1987; Sparks et al., 1991; Ho and Fong, 2005; Kormos & Kontra, 2008; Chung and Ho, 2010). One of the typical traits of the person with dyslexia is the difficulty in learning vocabulary incidentally (Schneider & Crombie, 2003; Sarkadi, 2008). This is probably caused by the complexity of the cognitive processes behind vocabulary learning, which require the integration of various sources of information. Moreover, incidental learning also relies on inferential skills and background knowledge, which might be scarce due to poor reading experience of the individual.

To answer the question, a pilot experiment was carried out with two groups of Italian university students learning English as a foreign language: A group of participants with developmental dyslexia and a group of age-matched typically developing subjects.

The two groups of participants were asked to read short English texts and guess the meaning of unknown words, exploiting the information provided by the cues present in the context. Differences between the two groups have been detected, which point to lack of reading strategies and inefficiency of the working memory system. The results of the experiment can contribute to better outline the cognitive profile of DD and suggest the need of new EFL vocabulary teaching methods for DD students.

References:
[1] Helland, T. and Kaasa, R. (2005). Dyslexia in English as a Second Language. Dyslexia 11, 41-60.
[2] Kormos, J., Csizer, K., & Sarkadi, A.(2009). The language learning experiences of students with dyslexia: Lessons from an interview study. International Journal of Innovation in Language Learning and Teaching, 3(2), 115-130.
[3] Myer, B.J. and Ganschow, L. (1988). Profiles of frustration: second language learners with specific learning disabilities. In J.F. Lalande (eds), Shaping the Future of Foreign Language Education: FLES, Articulation, and Proficiency. Lincolnswood, IL: National Textbook Company.
[4] Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Multilingual Matters.
[5] Schneider, E., and M. Crombie (2003). Dyslexia and foreign language learning. Routledge.
[6] Vellutino, F.R., Fletcher, J.M, Snowling, M.J, and Scanlon, D.M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades?. Journal of Child Psychology and Psychiatry, 45, 2-40.

Keywords:

Dyslexia, Vocabulary learning, Incidental learning, Inference making.