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Dyslexia and english as a foreign language in norwegian elementary education: A mixed methodsiIntervention study

Jarsve, Christopher Flaten
Master thesis
Published version
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URI
https://hdl.handle.net/10642/8693
Date
2019
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  • LUI - Master i Skolerettet utdanningsvitenskap [316]
Abstract
The current study is situated in the field of English didactics. It is also a special educational study, because

it investigates the effect of specific ways of teaching learners with dyslexia, a literacy-related

neurodevelopmental specific learning difficulty. This study was performed in a Norwegian elementary

school, as a single group intervention study that targeted spelling difficulties, because this is the most

resilient difficulty amongst the range of difficulties that dyslexic learners experience. The main objective of

the study was to investigate the effect that multisensory techniques have on spelling skills for Norwegian

dyslexic 5th to 6th grade students. A secondary objective entailed examining the emotional and

motivational effect of the multisensory spelling intervention.

The participants of the study included a special education teacher, five dyslexic students from 5th and 6th

grade and an individual with AD/HD. The intervention was designed by the current researcher and

executed by the special education teacher at the school. To answer the research questions quantitative

data in the form of spelling tests was administered prior to and after the intervention in a mixed methods

pre-test/post-test design. This was done to observe any development in spelling skills after the intervention.

During the intervention, qualitative observation notes were recorded. The students also responded to a

questionnaire after the intervention. Finally, the special education teacher was interviewed approximately a

month after the post-test was administered. The research findings revealed that the intervention was successful. The group overall exhibited a 6.2

statistically significant difference in mean scores between the pre- and post-test. Quite interestingly, the

individual scores were quite dispersed. One of the dyslexic 5th grade students displayed a 180% increase.

Another dyslexic 5th grade student surpassed the mean of her non-dyslexic classmates. Three of the five

dyslexic learners exhibited comorbidities, which appeared to have an impact on the effectiveness of the

intervention. This is in line with prior research. Although some students did not progress as significantly as

others, all students reported gains in their motivation and improvements in attitude towards learning

English. Finally, the special education teacher corroborated the quantitative findings and also reported

gains in motivation for each student. Although the sample size is small and by no means a representation

of the entire population of dyslexic students, the results are consistent with prior findings of other related

studies. Thus, the results are valid and support a further inquiry into the effectiveness of specific English

didactics on the language proficiency for dyslexic EFL learners.
Description
Master i skolerettet utdanningsvitenskap
Publisher
OsloMet - storbyuniversitetet. Institutt for grunnskole- og faglærerutdanning
Series
SKUT;2019

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