MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia
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Date
2015-03
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Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu
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Abstract
The longitudinal intervention study reported here is the first to investigate the
efficiency of computer learning software specifically designed for dyslexic
Swiss German learners of Standard German as a second language (L2) and
English as a third language (L3). A total of 40 subjects (20 of them dyslexics
and 20 of them nondyslexics; 10 students from each group participated in in-
terventions and the other 10 from each group served as control groups) were
assessed with a battery of verbal and written pre- and posttests involving pho-
nological/orthographic and semantic measures of their L2 and L3 before and
after three months of daily intervention with the software. The results show
that computer-based training in the L3 is potentially an important tool of intervention for dyslexic students as it has a positive effect on the components
of L3 as well as L2 learning. As a consequence of their progress in acquiring
the relationships between L3 graphemes and phonemes, the experimental
groups, but not the control groups, made significant gains on L2 naming accuracy and speed, L2 and L3 word reading, L2 and L3 phonological awareness,
and L2 and L3 receptive and productive vocabulary and comprehension tasks.
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Keywords
dyslexia, L3 acquisition, multisensory instruction, intervention, literacy skills
Citation
Studies in Second Language Learning and Teaching, 2015, vol. 5, no. 1, pp.109-133