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Age effect on spelling development in dyslexic Croatian English as a Foreign Language (EFL) learners

Agnieszka Kałdonek‐Crnjaković orcid id orcid.org/0000-0003-4372-567X ; George Mitchell School, London United Kingdom


Puni tekst: engleski pdf 320 Kb

str. 99-129

preuzimanja: 430

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Sažetak

This paper considers spelling skills development in English as a Foreign Language (EFL) of two dyslexic Croatian learners of different ages. The data was collected when the participants received instruction based on an explicit approach and after this period, when no such instruction was provided. To discuss the differences between the participants, the misspelling data has been presented qualitatively to track developmental trajectories. Also, the quantitative approach was used to examine the need for overlearning and the effect of the instruction on long-term retrieval. The findings suggest that spelling development in Croatian dyslexic EFL learners is progressive, and cannot be considered stage-like but rather as a dynamic process, in which individual differences may play a significant role.

Ključne riječi

English as a Foreign Language; developmental dyslexia; spelling development; individual differences; explicit spelling instruction

Hrčak ID:

165983

URI

https://hrcak.srce.hr/165983

Datum izdavanja:

15.7.2015.

Posjeta: 870 *