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Systematic identification and intervention for reading difficulty: case studies of children with EAL
Author(s) -
Fawcett Angela J.,
Lynch Lisa
Publication year - 2000
Publication title -
dyslexia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.694
H-Index - 51
eISSN - 1099-0909
pISSN - 1076-9242
DOI - 10.1002/(sici)1099-0909(200001/03)6:1<57::aid-dys163>3.0.co;2-w
Subject(s) - dyslexia , reading (process) , psychology , intervention (counseling) , literacy , psychological intervention , developmental psychology , identification (biology) , learning disability , medical education , mathematics education , pedagogy , medicine , linguistics , philosophy , botany , psychiatry , biology
Literacy underpins education. There is now very widespread concern over standards of literacy for children from multi‐cultural backgrounds, who are learning English as a second or subsequent language, and who may have special educational needs. Research evidence suggests that the earlier children's difficulties can be identified, the more effective (and cost‐effective) intervention will be, provided that the intervention is tailored to the child's abilities and skills. Nicolson and Fawcett have developed systematic procedures for identifying children at risk for reading difficulty, together with systematic teaching strategies to overcome reading difficulty. In this paper we present case studies of children with EAL (English as an additional language) drawn from a controlled study using computer interventions with secondary school children. Our findings indicate that children with EAL may be more resistant to remediation than some children with learning difficulties. The prognosis is more problematic for children with both EAL and dyslexia. Copyright © 2000 John Wiley & Sons, Ltd.