Special Education Teachers’ Views on Scaffolding Learners with Dyslexia in English Teaching

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Special Education Teachers’ Views on Scaffolding Learners with Dyslexia in English Teaching

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Publication Bachelor thesis
Title Special Education Teachers’ Views on Scaffolding Learners with Dyslexia in English Teaching
Author(s) Sjövall Lejonklev, Oskar, Oskar Persson
Date 2016
English abstract
Dyslexia is one of the more common disabilities in Sweden; between 5-10 per cent of the population can be considered having dyslexia. The difficulties they face in their education stems from a disability to decode written language. English poses a problem, as the building blocks in terms of orthography and phonology are seldom compatible. This paper have, using qualitative interviews with four (4) special education teachers, identified ways in which these informants support learners with dyslexia in English. The findings indicate that the advice and methods the informants use are not specific to the subject of English. Instead the informants advocate organizational measures such as close cooperation with colleagues and also compensatory learning aids (such as audio versions of books, movies and pictures). The findings have been analysed viewed through the theoretical perspectives: Sociocultural Perspective, Systems Theory and Orthographical Depth. As most of the advice given by the informants where of a general nature – the findings might indicate that there is a gap somewhere in the education of teachers in Sweden regarding how to specifically support learners with dyslexia in the English subject.
Publisher Malmö högskola/Lärande och samhälle
Pages 44
Language eng (iso)
Subject(s) Dyslexia, English Education in Swedish Elementary School, Special Education Teachers, Reading and Writing Disabilities
Handle http://hdl.handle.net/2043/20566 (link to this page)

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