Dyslexia and English as a Foreign Language in Norwegian Primary Education: A Mixed Methods Intervention Study

  • Christopher Flaten Jarsve Department of Primary and Secondary Teacher Education, Oslo Metropolitan University, Norway
  • Dina Tsagari Department of Primary and Secondary Teacher Education, Oslo Metropolitan University, Norway
Keywords: dyslexia, English as a foreign language, intervention, multisensory learning approach

Abstract

Τhe current study explored the effect of specific teaching accommodations for English language learners with dyslexia in a Norwegian primary school. Specifically, this single group intervention project investigated the impact of a range of multisensory techniques on spelling skills and motivation. Participants included a special education teacher and five dyslexic pupils from the fifth and sixth grades. Pre- and post-tests were administered to observe development in spelling, while data were also collected via a pupil evaluation questionnaire and a teacher interview after the intervention. The findings revealed that the intervention was quite successful. The group exhibited substantial differences in mean scores between the pre- and post-test. However, there were individual differences in scores and comorbid disorders appeared to impact the effectiveness of the intervention. Nonetheless, all of the pupils reported gains in their motivation and improvement in their attitude towards learning English, which was confirmed by their special education teacher. The paper concludes by offering specific didactic suggestions regarding accommodations for English language learners with dyslexia. 

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Published
2022-12-28
How to Cite
Flaten Jarsve, C., & Tsagari, D. (2022). Dyslexia and English as a Foreign Language in Norwegian Primary Education: A Mixed Methods Intervention Study. Center for Educational Policy Studies Journal, 12(4), 155-180. https://doi.org/10.26529/cepsj.1459