Predictors of second language acquisition in students with literacy difficulties
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Author
Le, TinaKeyword
second language acquisitionsecond language learning
L2 learners
specific learning difficulties/differences
dyslexia
literacy difficulties
students with literacy difficulties and students learning a second language
Date Published
2019-05
Metadata
Show full item recordAbstract
Students with literacy difficulties, such as dyslexia, have impairments in both reading and writing: two essential academic tools to foster productive life-long education. Impairments in reading and writing can affect the way students learn a second language because of new vocabulary acquisition and print comprehension, which is dependent on how transparent the type of orthography is. The multiple-deficit model of dyslexia provides a better description of comorbidity that further deviates these difficulties. Four predictors that are examined when analyzing literacy difficulties are orthographic differences, cognitive abilities, affective factors and teacher will and capacity. The purpose of this literature review is to discuss the results of the four predictors and accommodations of these difficulties within the classroom setting.