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

Dyslexia is one of the more common disabilities in Sweden; between 5-10 per cent of thepopulation can be considered having dyslexia. The difficulties they face in their educationstems from a disability to decode written language. English poses a problem, as the buildingblocks in terms of orthography and phonology are seldom compatible. This paper have, usingqualitative interviews with four (4) special education teachers, identified ways in which theseinformants support learners with dyslexia in English. The findings indicate that the advice andmethods the informants use are not specific to the subject of English. Instead the informantsadvocate organizational measures such as close cooperation with colleagues and alsocompensatory learning aids (such as audio versions of books, movies and pictures). Thefindings have been analysed viewed through the theoretical perspectives: SocioculturalPerspective, Systems Theory and Orthographical Depth. As most of the advice given by theinformants where of a general nature – the findings might indicate that there is a gapsomewhere in the education of teachers in Sweden regarding how to specifically supportlearners with dyslexia in the English subject.

Identiferoai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-29594
Date January 2016
CreatorsSjövall Lejonklev, Oskar, Persson, Oskar
PublisherMalmö högskola, Fakulteten för lärande och samhälle (LS), Malmö högskola/Lärande och samhälle
Source SetsDiVA Archive at Upsalla University
LanguageEnglish
Detected LanguageEnglish
TypeStudent thesis, info:eu-repo/semantics/bachelorThesis, text
Formatapplication/pdf
Rightsinfo:eu-repo/semantics/openAccess

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