ERIC Number: EJ1295417
Record Type: Journal
Publication Date: 2021
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1940-4158
EISSN: N/A
Available Date: N/A
Fostering Literacy Skills and Self-Efficacy in a Chinese EAL Learner with Dyslexia
Australian Journal of Learning Difficulties, v26 n1 p1-20 2021
This single-case study discusses literacy skills and self-efficacy development in English as an additional language learner with dyslexia, whose first language was Mandarin. The participant attended 12 one-to-one intervention sessions, during which he was taught basic reading and writing skills and strategies using the multisensory, structured and explicit approach. The sessions were video-recorded and used specific learning objectives and carefully planned word reading and spelling tasks. The data collected were both quantitative and qualitative, including, among others, pre- and post-tests, multiple assessments of retrieval of the words learnt during the intervention, and self-evaluation of the performance in word reading and spelling tasks and in future similar tasks. Both standardised and non-standardised tests were used. Findings suggest a positive effect of the intervention on both literacy skill development and self-efficacy beliefs; however, differences were observed in self-evaluation and specific skill development. Pedagogical implications of the findings are discussed.
Descriptors: English (Second Language), Dyslexia, Second Language Learning, Reading Skills, Writing Skills, Literacy Education, Self Efficacy, Mandarin Chinese, Intervention, Adolescents, Secondary School Students, Spelling, Program Effectiveness, Self Evaluation (Individuals)
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A