SPELLING TEST FOR LEARNERS WITH DYSLEXIA LEARNING GERMAN AS A SECOND FOREIGN LANGUAGE

Authors

  • Sofia P. Tsakalidou Aristotle University of Thessaloniki, Greece orcid.org/0000-0001-5500-1586

DOI:

https://doi.org/10.46827/ejse.v7i2.3648

Keywords:

orthographic skill, specific learning difficulties, dyslexia, German as a foreign language, primary education

Abstract

Spelling is a basic skill as well as means of acquiring knowledge over the school years. Moreover, it is a complex cognitive process, which can be challenging for learners with specific learning difficulties (dyslexia) in their mother language as well as when learning a foreign language. A challenge, that foreign language teachers face in everyday practice, is being able to respond to the needs of all learners within the mainstream classroom in primary education, including learners with dyslexia. Foreign language teachers need to become equipped with further knowledge and skills, so that they are able to identify these difficulties and teach learners with dyslexia more effectively in an inclusive way (Tsakalidou, Koufokotsiou, & Gaganis, in press; Tsakalidou, 2021, 2020, in press). In the present study we examined the spelling difficulties of learners with dyslexia, when learning German as a second foreign language. The aim of the study was twofold: (a) the comparative analysis of the spelling difficulties across two populations (95 learners between 10 and 11 years, twenty of who had dyslexia) and (b) the evaluation of the effectiveness of spelling intervention in respect to learners with dyslexia. In this article we will describe the Spelling Test constructed and adjusted for the doctoral research, which was undertaken in order to record the spelling difficulties that the learners with dyslexia face, when learning German as a second foreign language in primary education. This test was based on a standardized Spelling Test in the Greek language (Mouzaki, Protopapas, Sideridis, & Simos, 2010). As far as the Spelling Test, we constructed is concerned, satisfactory construct validity and internal reliability were demonstrated, as the Cronbach’s alpha coefficient was .944 and revealed a high degree of internal consistency of the instrument.

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Author Biography

  • Sofia P. Tsakalidou, Aristotle University of Thessaloniki, Greece orcid.org/0000-0001-5500-1586
    Sofia P. Tsakalidou completed her PhD in Didactics of German as a Second foreign language at Aristotle University of Thessaloniki. In her PhD research she examines teaching spelling to learners with dyslexia and focuses on developing assessment tools as well as applying teaching modifications and intervention. She is currently conducting her postdoctoral research at the Department of German Language and Literature at Aristotle University of Thessaloniki. Her research focuses on the field of special education and especially students with specific learning disabilities, including studies on the nature and the assessment of learning disabilities of children in German language. Her interests focus on teacher training as to the subject of her doctoral and postdoctoral research, namely learners with dyslexia and diversity in the classroom in general. Furthermore, she has worked as an EFL and a GFL teacher for 20 years in private and public schools in both Primary and Secondary education.

References

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Tsakalidou, S. (2020). Διδασκαλία της ορθογραφημένης γραφής σε μαθητές Δημοτικού με δυσλεξία στο μάθημα της Γερμανικής ως Β΄ ξένης γλώσσας [Teaching spelling to learners with dyslexia learning German as a second Foreign Language in primary education] (Unpublished doctoral dissertation). Department of German Language and Literature, Aristotle University of Thessaloniki, Thessaloniki.

Tsakalidou, S. (2021). Μαθητές με δυσλεξία. Δυσκολίες και τρόποι ενίσχυσης. [Learners with dyslexia. Difficulties and ways to support them.] Aktuell, 52, 16-19.

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Tsakalidou, S. (in press). Ohnɘ Flɘiß kɘin Prɘis. Διδάσκοντας Γερμανικά σε μαθητές με δυσλεξία [Teaching German to learners with dyslexia]. Athen: Karabatos Hueber Hellas Verlag.

Tsakalidou, S., Koufokotsiou, P., & Gaganis, C. (in press). Legasthenie und Binnendifferenzierung im DaF-Unterricht. In: E. Karagiannidou, C.O. Papadopoulou, & R. M. Sidiropoulou (Hg.), Verbindung von Theorie und Praxis in der DaF-Lehrerausbildung: Praktikumsprogramm und Vorträge der 1. bis 7. DaF-Didaktik-Tagung in Thessaloniki. Festschrift für Aikaterini Vretta-Panidou. Thessaloniki: University Studio Press.

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Published

2021-03-26

Issue

Vol. 7 No. 2 (2021)

Section

Articles

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