Heterogeneity in English as a Foreign Language: Skills Among Norwegian 6th Graders with Dyslexia—The Impact of Language Comprehension and Processing Profiles
Kaydedildi:
| Yayımlandı: | Brain Sciences vol. 15, no. 11 (2025), p. 1230-1247 |
|---|---|
| Yazar: | |
| Diğer Yazarlar: | , |
| Baskı/Yayın Bilgisi: |
MDPI AG
|
| Konular: | |
| Online Erişim: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| Etiketler: |
Etiket eklenmemiş, İlk siz ekleyin!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3275507719 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2076-3425 | ||
| 024 | 7 | |a 10.3390/brainsci15111230 |2 doi | |
| 035 | |a 3275507719 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231436 |2 nlm | ||
| 100 | 1 | |a Helland, Turid Magnhild |u Department of Biological and Medical Psychology, University of Bergen, 5020 Bergen, Norway; wenche.helland@uib.no | |
| 245 | 1 | |a Heterogeneity in English as a Foreign Language: Skills Among Norwegian 6th Graders with Dyslexia—The Impact of Language Comprehension and Processing Profiles | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Background: English as a first foreign language (EFL) is often difficult for students with dyslexia. This study maps a broad range of EFL verbal and literacy skills in 6th graders with dyslexia compared to a control group. Methods: Participants were 127 controls (CON) and 60 students with dyslexia (DYS), split into dys+ and dys− by their comprehension scores. They were tested with “The English 2 Dyslexia Test” containing seven subtests within three domains: Sentences, Pragmatics, and Literacy. The data were analysed in Part 1: domains and groups, and in Part 2: linguistic skills and spelling by groups. Results: Part 1. CON scored better than DYS on all tests. However, the differences between the two subgroups, dys+ and dys−, were larger than expected. Dys+ scored in line with CON on several tests, while dys− scored below CON on all tests and lower than dys+ on all except for spelling. Part 2. Minor differences were seen between CON and dys+ in linguistic skills, and both CON and dys+ scored higher than dys−. Spelling was scored by the number of graphemes. CON scored higher than both dys+ and dys−, with no difference between the subgroups. Conclusions: The results were discussed in accordance with neurocognitive theories of the auditory and visual timing systems. The overall low scores in dys− were mainly attributed to auditory processing problems, while the specific low spelling scores in dys+ were mainly attributed to visual processing problems. More research is needed on how the behavioural patterns in the two dyslexia subgroups relate to neural correlates in the meeting between EFL and different L1 language typologies and orthographies. | |
| 653 | |a Language | ||
| 653 | |a Students | ||
| 653 | |a Cognition | ||
| 653 | |a Comprehension | ||
| 653 | |a Literacy | ||
| 653 | |a Teaching methods | ||
| 653 | |a Auditory processing disorder | ||
| 653 | |a Memory | ||
| 653 | |a Brain research | ||
| 653 | |a Auditory processing | ||
| 653 | |a English as a second language learning | ||
| 653 | |a English as a second language | ||
| 653 | |a Dyslexia | ||
| 653 | |a Spelling | ||
| 653 | |a Foreign language learning | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Orthography | ||
| 653 | |a Phonology | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Skills | ||
| 653 | |a Visual processing | ||
| 653 | |a Second language learning | ||
| 653 | |a Norwegian language | ||
| 653 | |a Learning outcomes | ||
| 653 | |a Middle school students | ||
| 653 | |a Neural networks | ||
| 653 | |a Pragmatics | ||
| 653 | |a Information processing | ||
| 653 | |a Sensory integration | ||
| 653 | |a Bilingualism | ||
| 653 | |a Morphology | ||
| 653 | |a Reading | ||
| 653 | |a Education | ||
| 700 | 1 | |a Kaasa Randi |u Logopaedic Clinic, Haukeland University Hospital, 5009 Bergen, Norway; kaasa.randi@gmail.com | |
| 700 | 1 | |a Helland, Wenche Andersen |u Department of Biological and Medical Psychology, University of Bergen, 5020 Bergen, Norway; wenche.helland@uib.no | |
| 773 | 0 | |t Brain Sciences |g vol. 15, no. 11 (2025), p. 1230-1247 | |
| 786 | 0 | |d ProQuest |t Biological Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3275507719/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3275507719/fulltextwithgraphics/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3275507719/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |