SpLD/dyslexia

This paper focuses on three language systems: the Greek, the English and the German languages, which we will examine as to their transparency. This contrastive analysis was undertaken in the context of my doctoral research with the subject "Teaching spelling to learners with dyslexia learning German as a second foreign language in primary education" (Tsakalidou, 2020). These language systems were analysed in detail, due to the fact that we examined the spelling difficulties of learners with dyslexia and created the theoretical framework as to the three languages involved in the research. The learners, who took part in this research (95 learners between the ages of 10 and 11 years, 20 of who had dyslexia), had Greek as their first (mother) language, English as their first foreign language and German as their second foreign language. Research of various language systems has shown that dyslexia is recorded equally in all language systems, however, the difficulties that dyslexic learners face are increased in opaque orthographic systems (for example English).

Dyslexia is characterized by difficulties in accuracy of word recognition, poor spelling and encoding abilities. Difficulties in dyslexia result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction (Lyon et al., 2003). Psycho-Educational Assessments should be administered for diagnosis and facilitate special children with the required remediation. This is a case study conducted on an 8.3 year old dyslexic girl. The psycho-educational assessment was done by using Test of Non – Verbal Intelligence TONI-IV ". Administration of Wide Range Achievement Test (WRAT). The girl was found to have an average level of intelligence. Administration of Wide Range Achievement Test (WRAT) indicated that her reading, spelling, vocabulary and comprehension were not grade appropriate. These assessments of her Academics showed that there was an immediate necessity for special intervention program. Combination of Feuerstein's Instrumental Enrichment program, Orton-Gillingham multi-sensory phonetic approach and brain gym exercises. Intervention was given for 8 months with 3 sessions per week, after which a significant progress was seen in her reading and writing. It was very effective module of intervention since the number of errors in accuracy was significantly reduced and a considerable improvement was observed in her spelling.

While significant research has been done on dyslexia with native English speakers, little is known about identifying dyslexia in English Language Learners (ELLs). This creates challenges for practitioners working with ELLs in schools who must make decisions about placement, interventions, and accommodations without having a clear indication of whether ELLs struggle with reading because of lack of English language exposure or a neurological conditions, such as dyslexia. Previous research, primarily involving monolingual native English speakers, has highlighted specific cognitive correlates of reading that help screen students with dyslexia at an early age. These cognitive correlates, which include Phonological Awareness (PA), Rapid Automatized Naming (RAN), and Processing Speed (PS), have consistently been linked to basic reading skills in English and other languages.   
The present study had many objectives that could provide guidance for practitioners working with ELLs. First it explored the value of PA, RAN, and PS as predictors of basic reading skills in Spanish speaking ELLs. Second, it investigated a model that combined tasks of PA, RAN and PS that with the highest correlations to aspects of reading. Third, it explored the role of Vocabulary (V) in both English and Spanish in the development of reading skills in ELLs. Fourth, it aimed at establishing the use of the Simple View of Reading (SVR; Gough & Tunmer, 1986), which postulates that reading is the product of decoding and listening comprehension skills, for the assessment of reading in ELLs. Finally, it incorporated findings from this study for an adaptation of the SVR for use with ELLs. 
Findings suggest that RAN and PA, and PS, as measured in this study, are highly correlated to basic reading skills in Spanish speaking ELLs, and that these can be used for the assessment of reading and dyslexia in this population. This study also demonstrated that a model that included RAN Numbers and phoneme deletion in English can accurately predict reading performance. Findings also indicate that V in English is highly correlated to basic reading skills in English, and that the model of the SVR can be replicated with the population sampled in this study. Finally, case study analyses illustrate how a model similar to the SVR, which incorporates RAN and PS, as well as V, can be used for the assessment of reading and dyslexia in ELLs.

This dissertation looks at the strategies for teaching music theory to dyslexic contemporary music students in higher education to help them decode it. Through looking at secondary research, it became clear that the majority of suggested methods for teaching dyslexics were aimed towards primary/secondary education, or not music theory related. In order to assess whether these methods were also appropriate for teaching dyslexics to decode music theory, primary research was carried out in the form of interviews to two professors in the field of dyslexia and music in higher education. Based on the secondary research and interview analyses, the conclusion reached is that these methods are indeed appropriate for teaching dyslexic contemporary music students in higher education to decode music theory. The primary research also provided more higher education and contemporary music specific techniques for teaching dyslexic students to understand music theory.

This regional research was carried out in Doma Local Government Area of Nasarawa State, with the aim of investigating and identifying dyslexia awareness in the area. The study focused particularly on selected primary schools in Doma Local Government Area. A structure questionnaire was prepared and distributed to fifty seven (57) primary school teachers who participated for the study. A pilot study was conducted to check the reliability of the instrument and it was analysed with the aid of the Statistical Package for Social Sciences (SPSS). The result of HO1 show that P > 0.05, this result implies that there is a very weak positive relationship between dyslexia awareness and children learning disability in Doma local government area, while HO2 result show that P > 0.05, this result implies that regardless of the gender of students, there is no difference on learning disability in children. Based on these findings the study concludes that the lack of an extensive understanding of disability and disability rights, which are very much features of a social model construct of disability, has impacted negatively on inclusive practices and perceived understanding of who is deemed educable. Following this, a number of recommendations were made including the need for robust teacher training programmes which will raise the awareness and understanding of dyslexia and in so doing improve the learning experiences of children with dyslexia.

Dyscalculia is estimated to have a prevalence of 3-5% of the population and is defined as a condition that affects the ability to acquire mathematical skills. This presentation will provide an introduction to dyscalculia in higher education. It discusses key concepts and how dyscalculia impacts students, for example, number concepts and relationships, and  discusses resources and strategies to support concepts and relationships, to support students in the maths element of their course

Working Memory provides a mental work place to support everyday cognitive activities that require both processing and storage. It has been found to be associated with a range of cognitive functions. Recently, a strong link between working memory and learning has been reported. This finding can be implicated in learning disabilities. It is likely that limited working memory functioning of children with learning disabilities hampers their learning skills; possibly because of the crucial role played by working memory in learning process. The current paper reviews working memory functioning in subtypes of learning disabilities (Dyslexia, Dysgraphia and Dyscalculia) and provides a detailed account of pattern of deficit seen in working memory in the three subtypes of LD. Review of literature suggests that working memory functions differently in children with LD than normal achieving children. Children with LD often fail to learn because high working memory demand of the learning task often exceeds their working memory capacity. Some researchers suggest that working memory deficits are not entirely a capacity deficit, rather a strategy deficit. Evidences suggest that learning performance of these children can be improved by teaching appropriate strategy to reduce working memory load of the task, and through remedial training. Failure to identify working memory problems at early stage and rectify resultant learning problems may leave the child struggling with this invisible handicap and can even lead to dropout from school.

It is commonly assumed that children with dyslexia are slower at
handwriting than other children. However, evidence of slow handwriting in children with dyslexia is very mixed. Thirty-one children with dyslexia, aged 9 years, were compared to both age-matched children and younger spelling-ability matched children. Participants completed an alphabet-writing task and a composition task on the surface of a digital writing tablet. Children with dyslexia wrote the same amount of letters per minute in the alphabet task but wrote fewer words per minute when composing their texts than children of the same age. Crucially, no differences were found between children with dyslexia and their same age peers for speed of handwriting execution, measured by the tablet, when writing the alphabet or composing their texts. However, children with dyslexia were found to pause within their compositions as often as the spelling ability matched group. Thus handwriting execution is not impaired in children with dyslexia. The slow writing that is typical of children with dyslexia is due to pausing more often when composing and is related to spelling ability. This may reflect processing problems in response to high
cognitive load through having to contend with spelling and composing concurrently.

The story of one child who did not fail when 'the systems' did not succeed Part I The background history and introduction #1# Darling Son has gone to Spain this afternoon. Flown off. I cried, but not while he was there to see. Hubby phoned soon after I saw him off, he was tracking DS's mobile phone as it moved onto the motor way. I suspect he was checking to see how I was coping, but didn't say so. A school trip abroad, at 12 years old with no parents, my little chick has flown the nest. I would not have imagined that we would get to this point 12 years ago, and yet we have. The progress was slow and yet we did it. Yes, he didn't cry. I wasn't expecting it. He has ASD. That is; Autistic Spectrum Disorder. He suffers from it at a moderate level. DS has an abnormally small Corpus Callosum, a condition known as agenesis of the corpus callosum (http://nodcc.org/corpus-callosum-disorders/). DS was spotted as having a very small corpus callosum when taking part in a study of Developmental Coordination Disorder using an fMRI when he was 9. The researchers in the Hand study in Nottingham said his was the smallest they had seen and they had seen quite a few. They were surprised as his ability to walk and even more surprised that he could read. The corpus callosum is the part of the brain which communicates between the two cerebral hemispheres. The part which does higher level thinking, memory, language production and understanding, grammar and comprehension. It allows you to coordinate your two sides of your body and if it has to be cut, as in very life-threatening cases of epilepsy in the 1950's, it can lead to great difficulty in doing some basic activities (Sperry, 1968). You can find clips of people with split brains from the original study on YouTube. Once you know this it is quite easy to see why DS had and still has so many coordination difficulties. I had never doubted that he would walk and read, I just couldn't believe how long it took me to teach him these things. Not only can he read in English but he also reads in Spanish. He not only reads but he also writes, he is currently writing a proper story, one that I would be happy to read. He is truly amazing and outstanding. Everyone is special but some of us are just a little bit more special than the rest. Even more amazing is that he rides a bicycle, this took two years of at least 20 minutes a day every day, even when it was snowing. DS was born at exactly 28 weeks of gestation. 12 weeks early. That is 3 months. He missed the entire of the last trimester, the part where his brain develops and matures. However, this doesn't always result in this difficulty. It is not clear why he is affected in this way other than the premature birth, although he has dyslexia and dyspraxia on both sides of his family as well. I am dyslexic with dyspraxic like tendencies, or perhaps I am dyspraxic with dyslexic style tendencies. Dyspraxia was

Effective reading instruction should be the basis for all reading interventions.  This article describes the elements necessary for effective reading instruction for all students.  It also describes specific elements to include in a reading intervention for students with dyslexia

This Research was produced in order to investigate whether Dyslexia has an effect upon Arabic listening tasks and skills. It  touches on causes  in order to outline potential manifestations and symptoms of dyslexic Arabic students whose mother tongue is English, by performing primary research utilising questionnaires aimed at students and interviews with individuals who teach and support dyslexic students .The intention was to conclude if teachers were aware of various potential issues, and also to introduce coping mechanisms and relevant teaching methods for individuals who work in the specialized field of Arabic and dyslexia. These conclusions were reached by analysis of the primary research and of the high correlation of responses from the questionnaire.
The research was conclusive in finding that dyslexic students of Arabic are subject to issues with listening tasks. This included support of language specific issues which occur in the study of deep orthography languages and its effect on Dyslexia, especially vowels. It also introduces a new language specific finding not present in existing research, that of having issues with words that are auditory similar. Suggestions as to teaching methods, including specific techniques which could be implemented in order to teach a Dyslexic individual suffering from these symptoms ‘correctly’ have been made, namely utilisation of technology, chunking and scaffolding techniques and multi-sensory teaching.

Across the United States, ample variability exists in the diagnosis and treatment of dyslexia. Several states have recognized the existence of this disorder and the well-established need for services. These states have taken proactive steps to implement laws and regulations for both identification and treatment, whereas other states continue to lag behind in the provision of equal access of services to students who are diagnosed with dyslexia. This article is an update to our article Dyslexia laws in the USA which was published in the Annals of Dyslexia (Youman & Mather, 2012).  It summarizes the current status of dyslexia laws across the United States, and highlights some of the differences among the laws and regulations across states.

Attention deficit hyperactivity disorder (ADHD) is a chronic behavioral disorder characterized by persistent hyperactivity, impulsivity, and inattention that impairs educational achievement and/or social functioning. Its diagnosis is made by ascertaining whether the child's specific behaviors meet the diagnostic and statistical manual of mental disorders-IV-revised criteria. Its etiology is still unclear but recent studies suggest that genetics plays a major role in conferring susceptibility. Comorbidity with psychiatric disorders such as anxiety disorder, depression, oppositional defiant disorder and conduct disorder; and with specific learning disability is not uncommon. Although medication works well in most cases of ADHD, optimal treatment requires integrated medical and behavioral treatment. Methylphenidate (MPH) and atomoxetine are the two drugs being currently prescribed and their efficacy in decreasing the symptoms of ADHD is well documented. Pyschoeducational interventions in school can help increase the successful functioning of affected children and improve their academic performance. Almost half of affected children continue to show significant symptoms of the disorder into adolescence and young adulthood. The family physician can play an important role in detecting this condition early, coordinating its assessment and treatment, counseling the parents and classroom teacher, and monitoring the child's academic and psychosocial progress on a long-term basis.

It is essential to keep in mind if we want to understand the problem of learners with dyslexia, that the most frequent type of dyslexia is caused not only by phonological difficulties. The difference of these learners’ way of learning is an overall speciality in the information processing. Problems may arise in non-literal areas, like math, too. The best math teaching practices can help to avoid difficulties in math and help to be successful in the subject not only for learners with dyslexia, but for all learners.
This section provides insight of the similarities and differences in dyslexia and dyscalculia, a difficulty in learning or comprehending arithmetic and learning facts in mathematics. Clarification of the concepts can lead to a more directed intervention.
The teaching and learning methods that are suggested in this guide are methods proven to be efficient teaching and learning methods, and ground an inclusive teaching environment.

There has been a growth in students with dyslexia attending university. These students commonly rate writing as one of their greatest problem areas. Our research set out to describe the effects of dyslexia on the writing skills of students compared to
age-matched peers and a spelling-skill-matched group. Generally, the texts of the students with dyslexia were poorer than age controls but not poorer than the spelling- skill controls. However, there were no major differences in “higher order” skills
such as ideas and organization with the chronological age controls, only in “lower order” transcription skills such as spelling and handwriting fluency. The students with dyslexia made more spelling errors in their essays than one would predict given their
dictated spelling skills.

This study examines the views and experiences of the teaching staffs on the postgraduate course in dyslexia assessment teacher training. It attempts to investigate the contributions of the recently introduced software application 'AssessRite' in meeting curriculum goals. An exploratory qualitative study was carried out making use of semi-structured interviews with five teaching staff on the Special Learning Difficulties (SPLD) programme to determine the impact of the utilisation of this tool as a teaching aid in meeting curriculum goals. Findings indicate that the integration of the tutoring application has contributed to a great extent in meeting the curriculum goals of the programme and the success rate increased from 55% to 88% in the short term usage of 12 months. However, the tool has only been integrated into the delivery for just one year, and the sample group is small, so there is the need to be cautious about the contribution so far as.

The acquisition of academic writing skills is often considered to be a key component of achieving academic success. Whilst this is traditionally translated as undertaking essay based assignments, diverse tasks are often a feature in higher education, for example creating posters or journal based reflective accounts. This paper considers the specific demands that poster and presentation based assignments make on students with dyslexia and considers ways that tutors can support students in developing effective presenting skills.
The paper has adopted a mixed method approach, to determine the differing requirements of diverse practices, marking criteria for posters and presentations has been collated and analysed. To investigate how students meet these challenges and how tutors can support the acquisition of the skills required, students with dyslexia have been interviewed.  The students were drawn from different academic disciplines and from different years.  The interviews were semi-structured and focused on how students met the challenge of responding to diverse assignments with in their subjects.
The paper has found that posters and presentations are a feature of many courses, with presentations being particularly prevalent. The diversification of task does; however, increase learning load, requiring students to respond to different tasks with different assessment criteria. Presentations and posters can present a real challenge to students, especially those with a disability, as they are required to multi-task. Teachers can play a role in supporting students to develop skills necessary for giving presentations, such as structuring the presentation, use of notes and Power Point, and oral delivery skills.  By treating presentations and posters as a genre requiring the acquisition of specific skills, teachers can support students in responding effectively to diverse assignments.

The progress of international students studying English as an additional language (EAL)
can be impacted by an additional specific learning disability, such as dyslexia. Distinguishing between language learning difficulties and dyslexia can, however, prove challenging for tutors.
The paper describes specific difficulties that dyslexia can present and discusses how
tutors can identify these difficulties, using a holistic approach, to enable students who have dyslexia to be identified and thus receive appropriate support..

Spelling is a basic skill as well as means of acquiring knowledge over the school years. Furthermore, 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. The foreign language
teachers face the challenge of teaching learners with dyslexia within the mainstream classroom in
primary education every day. They 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; Τσακαλίδου, 2020, 2019a, 2019b, 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) Comparative analysis of
the spelling difficulties across two populations (76 learners between 10 and 11 years, twenty of who had
dyslexia). (b) Evaluation of the effectiveness of intervention in spelling in respect to learners with
dyslexia.
We analyzed the three books, which had been approved for teaching German as a second foreign
language in primary schools (during the years 2015-2017) and constructed a spelling test based on a
standardized test for spelling in the Greek language (mother language of the learners) (Sideridis, Simos,
Mouzaki, & Protopapas, under review; Πρωτόπαπας, Δρακοπούλου, & Φάκου, 2010; Πρωτόπαπας &
Σκαλούμπακας, 2010). Satisfactory construct validity and internal consistency reliability was
demonstrated (split-half reliability test). The Cronbach’s alpha coefficient for this test was .944.
According to the comparative analysis of our data, gathered from the two groups (learners with dyslexia
and learners of the same age without dyslexia) during Phase 1 of our research, the p-value (p=0.001)
indicated strong evidence against the null hypothesis, so we came to the conclusion that the difference
between these two groups was statistically significant (Altrichter, Posch, & Somekh, 2018; Cohen,
Manion, & Morrison, 2007). The most common spelling mistakes among learners with dyslexia learning
German as a second foreign language were recorded and analyzed.
During Phase 2 of our research we implemented various teaching methods in the classroom, including
differentiated and multisensory instruction, as well as other modifications according to the specific
difficulties and preferences of the learners with dyslexia (Aidinis & Nunes, 2001; Bahr, Silliman, &
Berninger, 2009; Berninger et al., 2010; Bondie, Dahnke & Zusho, 2019; Bruck & Treiman, 1990;
Caravolas, Volín, & Hulme, 2005; Castles & Coltheart, 2004; Tsakalidou, Koufokotsiou, & Gaganis, in
Press; Τσακαλίδου, 2020, 2019a, 2019b, in press).
In Phase 3 there was a statistically significant difference in the spelling test (according to the pre-test and
post-test evaluation) for the learners with dyslexia (p=0.001), which proved the positive impact of change
in teaching methodology.
The results of this study prove that the modification in teaching methodology (differentiated and
multisensory instruction, etc.) is very effective for learners with dyslexia. The specific suggestions and
tools used in the present study can be implemented in everyday practice, when teaching German as a
foreign language, as well as other foreign languages.

This presentations considers the impact a dysexia diagnosis has on students in higher education, utilising Armstrong and Humphry's resistance-accommodation model. Further, it considers permeability of self, private and public reactions and positive reframing.

Working Memory provides a mental work place to support everyday cognitive activities that require both processing and storage. It has been found to be associated with a range of cognitive functions. Recently, a strong link between working memory and learning has been reported. This finding can be implicated in learning disabilities. It is likely that limited working memory functioning of children with learning disabilities hampers their learning skills; possibly because of the crucial role played by working memory in learning process. The current paper reviews working memory functioning in subtypes of learning disabilities (Dyslexia, Dysgraphia and Dyscalculia) and provides a detailed account of pattern of deficit seen in working memory in the three subtypes of LD. Review of literature suggests that working memory functions differently in children with LD than normal achieving children. Children with LD often fail to learn because high working memory demand of the learning task ofte...

International students who have dyslexia can find that they are disadvantaged through both the dyslexia and the experience of studying at a higher level in a second language. Equally, international students who have undiagnosed dyslexia will be unable to access the additional support that would enable them to reach their academic potential.
This presentation will discuss the experience of a second language student with dyslexia and consider the impact of a diagnosis of dyslexia and the subsequent support made on the student’s progress.

In terms of practical suggestions, it will outline the role that an EAP tutor can have in identifying dyslexia indicators and signposting support by comparing a dyslexic profile with an EAP profile. Finally, it will conclude with a review of classroom teaching strategies to support EAP students with dyslexia.

This is a study of the use of Facebook as an educational resource by a small community of dyslexic adolescent students at a college of further education in north-west England. Through a project in which teacher-researcher and student-participants co-constructed a Facebook group page about the students’ scaffolded research into dyslexia, the paper examines the affordances of an online social network for these students. It assesses the project’s impact on their sense of identity, and considers the pedagogical principles their use of the network evokes. The philosophy and concepts and of the New Literacy Studies and multimodality (Cope & Kalantzis, 2000; Kress & van Leeuwen, 1996), and rigorous qualitative analytical procedures are used to construct a substantive grounded theory (Charmaz, 2006) of the students’ use of the social network and hence its educative potential for such students. Hitherto, technology has almost invariably been seen as a way of enabling students to compensate for the literacy and cognitive challenges that dyslexia typically presents. Very little work has apparently been done on the potential of technology-enabled resources to harness the enthusiasm of dyslexic students for engaging with digital media and their motivation to develop and participate in learning through new literacies (Herrington & Hunter-Carsch, 2001). This study attempts to address this oversight and imbalance. An innovative, flexible, experiential methodology combining action research, case study and classroom ethnography was devised. This enabled the use of multiple mixed methods including participant-observation, interviews, video, dynamic screen capture and protocol analysis. This range of methods helped to capture much of the depth and complexity of the students’ online and offline interactions with each other and with Facebook as they participated in the group and co-constructed their Facebook page

This document contains links to six video mini-lectures related to dyslexia.  Dyslexia is not a brain disorder or a learning disability of neurobiological origin.  Instead, it is condition whereby a person has extreme problems using the skills or coordinating the strategies necessary to create meaning with print.  It is another name for severe reading difficulties or a reading disability.  Brain imaging research does little to inform instruction.  There are no standardized approaches or programs that have been shown to be effective with students with dyslexia.  Simply providing additional phonics instruction has also not shown to be effective.  Instead, students with dyslexia need a balanced approach to reading instruction using research-based strategies.  Interventions should be based on this classroom instruction and include activities related to (a) writing, (b) word work, (c) cloze and maze, (d) fluency, (e) comprehension, and (f) self-selected reading practice.

Watch the eyes of the struggling readers with whom you are working.  You can get a lot of information.  If they are force fed a steady diet of phonics, you will see a different type of eye movement than if they have a more balanced (and research-based) approach.

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 t...

In today’s day and age of technology, one expects learning and teaching pedagogies to be diversified and tailored to various learners. However, it is evident that despite efforts to move away from the teacher-centred traditional classrooms, the needs of learners with learning disabilities such as autism and dyslexia have not been addressed. Teachers struggle to track a learner’s progress and check if the learning objectives are met. As per Paul Kirschner [1], technologies are tools to enable a student’s learning only if appropriately used; it is effective only if there is a reciprocal relationship between the interactive lesson and its students whereby learners should not just obtain resources from the environment without contributing additional information to it. While there is an initiative in movement for utilising other mediums (besides the conventional pen and paper) e.g. ICT, eBook platforms for learning, these mediums have not been appropriately used to their fullest potential, which this project (AELVICE) seeks to delve into with the exploration of Extended Reality (XR), with the focus on Virtual Reality (VR) and the potential of incorporating machine learning. The main features of AELVICE includes volume level, eye-contact, and pronunciation accuracy.

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.

Assistive technology supports people with disabilities to work, learn and communicate. In higher education, students with disabilities are frequently provided with assistive apps to support them in their studies. This can include mind mapping software, text to speech software, and time management apps.
This paper proposes that there is a strong case for the use of apps to be extended to the wider student population. It suggests that free educational apps could be useful in supporting ESL students with both study skills and English language skills. Finally, it provides examples of how apps can be used to integrate learning.

This paper represents ways of teaching students with learning disabilities and preparation for the final exams.  Since dyslexics experience reading difficulties, studies become very difficult for them, no matter how smart, bright and motivated they are. As a result, they often get low grades despite their high IQ and talents in something different. Therefore, school years might be the most difficult period in their lives. But due to identifying learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) in the primary school and the range of methods, both the traditional and modern ones. The modern methods are mainly connected to learning technology, a great number of LD students pass the final test successfully and go to university. The purpose of this article is to provide readers with methodology and tips for motivating pupils with learning disabilities, enhancing their reading, writing and general understanding and using modern technology in the classroom.

— Vocational University has 20% of the student population with a specific learning difficulty. The UK Government will cut the Disabled Students' Allowance by 70% targeting students with learning disabilities. Attending higher education may become unviable due to the removal of financial support. This paper aims to investigate difficulties that students encounter utilising a dyslexic student survey. 43 questionnaires were collected and analysed using Pearson's Correlation, Chi-square and determining key themes in open questions. Results show dyslexic students need to read more for pleasure to increase their lexicography and topic understanding. Higher education institutions need to implement strategies to empower students and lecturers to be aware of learning styles. Staff need to reduce the speed of delivery of lectures and be more approachable to students. Examinations should be reduced and course-work increased to be more inclusive. A lecturer/support staff/student feedback loop should be implemented to further improve inclusivity. Further research should be undertaken with a larger student sample and include lecturers' perspectives on learning difficulties. 

Whilst dyslexia is a recognised and widely acknowledged learning disability, there are a number of different learning difficulties which impact on students’ learning. These difficulties can often go unrecognised and subsequently affect a student’s progress throughout their course. This presentation will focus on the hidden disability of dyspraxia; it will consider how the theory of dyspraxia and a student's experience of dyspraxia can inform support for higher education students, providing a bridge between theory and practice. This presentation will consider what dyspraxia is and how it impacts students' performance, and will discuss support strategies

How colleagues will benefit:

This presentation will provide colleagues with a definition of dyspraxia and a clear understanding of the disability and how it impacts on students’ learning. It will support lecturers in identifying indicators of dyspraxia and effectively supporting students in meeting the demands of the course.