FORMATTING TO AID TRILINGUAL DYSLEXIC STUDENTS IN COMPREHENSION

Authors

  • Izabela Olszak Humanities, Applied Linguistics Department, The John Paul II Catholic University of Lublin, Poland
  • Zofia Patyra BA, Humanities, Applied Linguistics Department Maria Curie-Skłodowska University of Lublin, Poland

DOI:

https://doi.org/10.46827/ejals.v8i4.671

Keywords:

trilingual students, dyslexia, inclusive education, teaching methods

Abstract

This study investigates the efficacy of text formatting adaptations as a supportive pedagogical strategy for trilingual students with dyslexia. Recognizing the unique challenges encountered by this subgroup, the research aims to identify specific formatting modifications that enhance their reading comprehension and text perception across multiple languages. Employing a mixed-methods approach, the study integrates quantitative data derived from task-based assessments and qualitative insights gathered through questionnaires and semi-structured interviews with educators. The participant cohort comprises thirty high school students, aged 15 to 17, from a comprehensive high school in Lublin, Poland, who are proficient in Polish, English, and Spanish and have formally diagnosed dyslexia. Results demonstrate that targeted formatting interventions—such as increased font size, sans-serif typefaces, and augmented line spacing—significantly improve reading performance and subjective perceptions of text clarity. The findings underscore the importance of adaptable instructional materials in supporting dyslexic learners within a trilingual context, offering evidence-based recommendations for educational practice.

 

References

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Published

2026-01-08

Issue

Vol. 8 No. 4 (2025)

Section

Articles

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