The acquisition of English as a foreign language among different levels of learners with dyslexia

Salim Abu Rabia, Abed Salfety

Research output: Contribution to journalArticlepeer-review

Abstract

The goal of the present study was to examine improvement in English as a foreign language (EFL) among different levels of readers with dyslexia, after an intervention program over a defined period. A total of 180 sixth-grade pupils from schools for learning disabilities in the Arab sector participated in the study, and 90 of the students who participated in an EFL intervention program had dyslexia. The students were divided into three levels of dyslexia in their Arabic mother tongue: severe, moderate, and light. Findings revealed the skills of the students in the intervention group to be better than those in the control group. The research findings also did not indicate any differences between the groups in the context of skills measured in terms of time, and it is from here that the higher-level skills of the students in the intervention group were reflected in aspects relating to ability (number of correct answers) and not necessarily to processing speed.

Original languageAmerican English
Pages (from-to)317-331
Number of pages15
JournalJournal of Educational Research
Volume114
Issue number4
DOIs
StatePublished - 2021

Keywords

  • Arabic
  • Cognitive Retroactive Transfer of Language Skills (CRT)
  • Dyslexia
  • English
  • levels of dyslexia
  • transfer of language skills

All Science Journal Classification (ASJC) codes

  • Education

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