This diploma thesis is focused on teaching English to dyslexic children, especially on the application of a special computer programme designed for dyslexic pupils, called Languages without Barriers. The aim of the theoretical part was to give a report on who dyslexic pupils are, what textbooks and other special materials that encourage dyslexic children are available in the Czech Republic and to outline the way dyslexic pupils should be approached in English lessons. The aim of the practical part was to look briefly into the current situation of teaching English to dyslexic children in the Czech Republic and find out whether Czech teachers have enough information on how to approach such pupils. The main aim of this part was to focus on the special computer programme Languages without Barriers. This diploma thesis aimed to find the optimal application of this programme. To accomplish this task a research was carried out. The programme was introduced to three lower secondary schools in Prague, where it was applied in several English lessons and later at home to help children prepare for their English lessons. The research was based on a combination of qualitative and quantitative analyses. The research shows that Languages without Barriers is a useful programme for dyslexic pupils as well as for...

This dissertation is focused on the possibilities of using the Internet, especially Internet servers that are focused on English learning, teaching and also practice for lower secondary school learners. One of the aims was to find such servers, to compare and assess them, not only from the didactic point of view. Other aspects have been studied - functionality, orientation in the structure of the internet servers. The text and content of the web pages were also taken into consideration. Another criterion is the utilization of these internet servers by teachers and learners. The aim of this dissertation is to give advice to teachers and learners which servers are appropriate to English teching and learning. The practical part includes a survey based on questionnaires among lower secondary school learners. Its aim is to find out whether they already know and use such servers.

Reading and writing difficulties and dyslexia affect how a student performs at school and, thus, their future lives (Borodkin & Faust 2014). This has been known and researched for the past decades (Fletcher 2009). Considerable studies have been carried out regarding dyslexia and first language acquisition, though dyslexia in second language is comparatively underrepresented. This underrepresentation, in turn, means that dyslexia and second language is less researched, and consequently, less known. This is problematic as there is then less knowledge on how to help students with dyslexia in a second language. This case study investigates how an upper secondary school in Sweden works with defining and diagnosing dyslexia, and which provisions students with dyslexia receive. To answer these questions the Head teacher, Special Needs Education teacher, English teachers and a dyslexia test analyst have been interviewed. The results showed that dyslexia is described differently by the people interviewed, it is diagnosed with a software called LOGOS and the provision depends on the student having (or not having) a diagnosis. The conclusion is that English teachers and special needs teachers must work closer together. It is therefore suggested that cooperation between the teachers and special needs department should put each student in the centre and develop methods and strategies based on the individual student. It is hypothesised that the school has many unidentified students with dyslexia and in those cases additional adjustments in the classroom are vital. This would allow the student a better chance of performing according to their abilities in school and thus expanding the limits of their world ensuring they become fulfilled, employed democratic citizens.