Dyslexia is one of the most common specific learning difficulties. The most important characteristics of individuals with dyslexia include weaknesses, such as poor decoding skills and poor memory, slow processing and retrieving of linguistic information, especially at the phonological level, leading to learning achievements, which are much lower than individuals intellectual potential. Problems that students with dyslexia have in the writing and reading areas are particularly hampered in the acquisition of a foreign language. If an individual has problems with phonology and grammatical structures in his native language, it is more likely that these students will also have trouble in the acquisition of a foreign language. Unlike Slovene English is a less transparent language and is characterized by quite unpredictable grapheme-phoneme relationship. Due to this characteristic, English as a foreign language students need to invest even more time and effort in learning a foreign language. The teacher’s task is to make this process as easy as possible for them. Friendly classroom atmosphere and an approachable teacher play an important part in creating a safe and inspiring learning environment. The success of students with dyslexia in learning English depends to a large extent on the qualifications of the teacher and the appropriate adjustment of all types of learning environments. Teachers can use various techniques and strategies, such as multisensory teaching. They can also help students with learning vocabulary and spelling, supporting students in using appropriate motivational strategies and assessment accommodations and applying information and communication technology to support the learning process as well as teaching explicitly the relationship between graphemes and phonemes in the English language.
In the empirical part of the thesis we found that teachers of English most often carried out adjustments in the context of physical, curricular and social learning environment. Most teachers confirmed that they would use the given grading scale to check if they have created a supportive environment for students with reading and writing difficulties. The results also showed that teachers estimate that the level of motivation of students with dyslexia for learning English is medium and that they obtained more information on teaching children with dyslexia with independent additional research with the help of relevant literature.
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