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College students with dyslexia: persistent linguistic deficits and foreign language learning
Author(s) -
Downey Doris M.,
Snyder Lynn E.,
Hill Barbara
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(200004/06)6:2<101::aid-dys154>3.0.co;2-8
Subject(s) - dyslexia , spelling , psychology , reading (process) , aptitude , foreign language , phonological awareness , class (philosophy) , point (geometry) , linguistics , developmental psychology , mathematics education , computer science , artificial intelligence , philosophy , geometry , mathematics
The first of these two studies compared college students with dyslexia enrolled in modified Latin and Spanish classes and non‐dyslexic students enrolled in regular foreign language classes on measures of foreign language aptitude, word decoding, spelling, phonological awareness and word repetition. The groups did not differ on age or grade point average. Analyses indicated that students with dyslexia performed significantly poorer on the foreign language aptitude measures as well as on both phonological tasks, reading and spelling. In the second study, students with learning disabilities who were enrolled in a modified Latin class were not significantly different from their peers in a regular Latin class on grade point average or on performance on a proficiency examination at the end of the second semester. The data suggest that while phonological processing deficits persist into adulthood, students with dyslexia are able to acquire appropriate skills and information to successfully complete the University's foreign language requirement in classes modified to meet their needs. Copyright © 2000 John Wiley & Sons, Ltd.