Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680023
Title: Dyslexia friendly practices in Greek primary EFL classrooms
Author: Reraki, Maria
ISNI:       0000 0004 5372 546X
Awarding Body: University of Manchester
Current Institution: University of Manchester
Date of Award: 2016
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Abstract:
Three EFL classrooms in primary schools in Greece were introduced to dyslexia friendly practices so as to explore whether dyslexic pupils’ inclusion was enhanced. The aim of this study was to investigate the impact of the dyslexia friendly practices on dyslexic and non-dyslexic EFL pupils’ performance and motivation. EFL teachers’ experiences of the introduction of the dyslexia friendly practices were also explored. Classroom observations, focus groups and teacher and pupil interviews before and during the introduction of the dyslexia friendly practices were conducted. A personal research diary was kept throughout the whole study. It was shown that, the dyslexia friendly practices enhanced dyslexic EFL pupils’ participation in classroom activities and increased their motivation towards learning English. However, less visible changes were shown in their performance. In contrast to the dyslexic EFL pupils, most of their non-dyslexic peers showed improvements in both their motivation and performance. All three EFL teachers experienced positively the introduction of the dyslexia friendly practices while the need for more training on dyslexia was highlighted. These findings indicate that the dyslexia friendly practices enhance inclusion for dyslexic pupils in foreign language education and have positive effects on all classroom pupils and the teachers’ practice. This study contributes to the field of language teaching for dyslexic pupils and suggests a need for more studies on dyslexia support in foreign, second and additional language learning contexts.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.680023  DOI: Not available
Keywords: dyslexia ; language learning ; Greek EFL ; TESOL ; specific learning difficulties
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