Skip to main content
SpringerLink
Log in

Multisensory Structured Learning Approach in Teaching Foreign Languages to Dyslexic Learners

  • Chapter
  • First Online:
Investigations in Teaching and Learning Languages

Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

Considerable reluctance of language teachers as regards implementing research-validated approaches, methods and techniques of teaching foreign languages to learners with dyslexia can be observed. Teachers’ disinclination and unwillingness to accept and exploit the specific educational approaches and instructional practices whose effectiveness has been verified and confirmed by research is claimed to result from insufficient training with regard to specialized thorough knowledge and understanding of the concepts that are to be successfully converted from research and applied in practice. This paper aims at bridging the research-practice gap with regard to foreign language teaching approaches applied in the dyslexia context. It characterizes the principles of the Multisensory Structured Learning (MSL) as well as reviews and summarizes the findings of the studies in which the effectiveness of the MSL approach in teaching foreign languages to learners with dyslexia has been verified.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Bogdanowicz, M. 2000. Integracja percepcyjno-motoryczna: Teoria – diagnoza – terapia [Perceptual-motor Integration: Theory – Diagnosis – Therapy]. Warszawa: Centrum Metodyczne Pomocy Psychologiczno-Pedagogicznej Ministerstwa Edukacji Narodowej.

    Google Scholar 

  • Crombie, M. and H. McColl. 2000. Teaching modern foreign languages to dyslexic learners: A Scottish perspective. In Multilingualism, literacy and dyslexia. A challenge for educators, eds. L. Peer and G. Reid, 211–217. London: David Fulton Publishers.

    Google Scholar 

  • Deponio, P., J. Landon and G. Reid. 2000. Dyslexia and bilingualism – implications for assessment, teaching and learning. In Multilingualism, literacy and dyslexia. A challenge for educators, eds. L. Peer and G. Reid, 52–60. London: David Fulton Publishers.

    Google Scholar 

  • Downey, D. M., L. E. Snyder and B. Hill. 2000. College students with dyslexia: Persistent linguistic deficits and foreign language learning. Dyslexia 6: 101–111.

    Google Scholar 

  • Ganschow, L. and R. Sparks. 1995. Effects of direct instruction in Spanish phonology on the native-language skills and foreign-language aptitude of at-risk foreign-language learners. Journal of Learning Disabilities 28: 107–120.

    Google Scholar 

  • Ganschow, L. and R. Sparks. 2000. Reflections on foreign language study for students with foreign language learning problems: Research, issues, and challenges. Dyslexia 6: 87–100.

    Google Scholar 

  • Ganschow, L. and R. Sparks. 2001. Learning difficulties and foreign language learning: A review of research and instruction. Language Teaching 34: 79–98.

    Google Scholar 

  • Ganschow, L., R. Sparks, J. Javorsky, J. Pohlman and A. Bishop-Marbury. 1991. Identifying native language difficulties among foreign language learners in college: A ‘foreign’ language learning disability? Journal of Learning Disabilities 24: 530–541.

    Google Scholar 

  • Ganschow, L., R. Sparks and J. Javorsky. 1998. Foreign language learning difficulties: A historical perspective. Journal of Learning Disabilities 31: 248–258.

    Google Scholar 

  • Gillingham, A. and B. W. Stillman. 1997. The Gillingham Manual: Remedial training for children with specific disability in reading, spelling and penmanship, (eigth edition). Cambridge, MA: Educators Publishing Service.

    Google Scholar 

  • Hurry, J., T. Nunes, P. Bryant, U. Pretzlik, M. Parker, T. Curno and L. Midgley. 2005. Transforming research on morphology unto teacher practice. Research Papers in Education 20: 187–206.

    Google Scholar 

  • Jameson, M. 2000. Dyslexia and modern foreign language learning – strategies for success. In Multilingualism, literacy and dyslexia. A challenge for educators, eds. L. Peer and G. Reid, 229–234. London: David Fulton Publishers.

    Google Scholar 

  • Jędrzejowska, E. and A. Jurek. 2003. Diagnoza i terapia dysleksji rozwojowej [Assessment and therapy of developmental dyslexia]. In Logopedia. Pytania i odpowiedzi [Logopaedics. Questions and Answers], 2nd edition, eds. T. Gałkowski and G. Jastrzębowska, 536–608. Opole: Wydawnictwo Uniwersytetu Opolskiego.

    Google Scholar 

  • Jurek, 2008. Kształcenie umiejętności ortograficznych uczniów z dysleksją [Developing orthographic skills in learners with dyslexia]. Gdańsk: Wydawnictwo Harmonia.

    Google Scholar 

  • Johnson, D. J. 1978. Remedial approaches to dyslexia. In Dyslexia: An appraisal of current knowledge, eds. A. L. Benton and D. Pearl, 399–423. New York: Oxford University Press.

    Google Scholar 

  • Kahn-Horwitz, J., J. Shimron and R. Sparks. 2006. Weak and strong novice readers of English as a foreign language: Effects of first language and socioeconomic status. Annals of Dyslexia 56: 161–185.

    Google Scholar 

  • Koda, K. 1992. The effects of lower-level processing skills on foreign language reading performance: implications for instruction. Modern Language Journal 76: 502–512.

    Google Scholar 

  • Kormos, J. and A. M. Smith. 2012. Teaching languages to learners with specific learning difficulties. Clevedon: Multilingual Matters.

    Google Scholar 

  • Miller, S. and M. Bussman Gillis. 2000. The language puzzle: Connecting the study of linguistics with a multisensory language instructional programme in foreign language learning. In Multilingualism, literacy and dyslexia. A challenge for educators, eds. L. Peer and G. Reid, 218–228. London: David Fulton Publishers.

    Google Scholar 

  • Nijakowska, J. 2006. Why and how to teach phonological awareness? The Teacher 11: 22–30.

    Google Scholar 

  • Nijakowska, J. 2008. An experiment with direct multisensory instruction in teaching word reading and spelling to Polish dyslexic learners of English. In Language learners with special needs. An international perspective, eds. J. Kormos and E. H. Kontra, 130–157. Bristol: Multilingual Matters.

    Google Scholar 

  • Nijakowska, J. 2010. Dyslexia in the foreign language classroom. Clevedon: Multilingual Matters.

    Google Scholar 

  • Ott, P. 1997. How to detect and manage dyslexia. A reference and resource manual. Oxford: Heinemann Educational Publishers.

    Google Scholar 

  • Phillips, B. M., J. Clancy-Menchetti and C. J. Lonigan. 2008. Successful phonological awareness instruction with preschool children. Lessons from the classroom. Topics in Early Childhood Special Education 28: 3–17.

    Google Scholar 

  • Reid, G. 1998. Dyslexia. A practitioner’s handbook. Chichester: Wiley.

    Google Scholar 

  • Ritchey, K. D. and J. L. Goeke. 2006. Orton-Gillingham and Orton-Gillingham based reading instruction: A review of literature. The Journal of Special Education 40: 171–183.

    Google Scholar 

  • Schneider, E. 1999. Multisensory Structured Metacognitive Instruction. An approach to teaching a foreign language to at-risk students. Frankfurt am Main: Peter Lang.

    Google Scholar 

  • Schneider, E. and M. Crombie. 2003. Dyslexia and foreign language learning. London: David Fulton Publishers.

    Google Scholar 

  • Sparks, R. and L. Ganschow. 1993. The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners: A replication and follow-up study. Annals of Dyslexia 4: 194–216.

    Google Scholar 

  • Sparks, R. and K. S. Miller. 2000. Teaching a foreign language using multisensory structured language techniques to at-risk learners: A review. Dyslexia 6: 124–132.

    Google Scholar 

  • Sparks, R., L. Ganschow and J. Pohlman. 1989. Linguistic coding deficits in foreign language learners. Annals of Dyslexia 39: 179–195.

    Google Scholar 

  • Sparks, R., L. Ganschow, S. Kenneweg and K. Miller. 1991 Use of an Orton-Gillingham approach to teach a foreign language to dyslexic/learning-disabled students: Explicit teaching of phonology in a second language. Annals of Dyslexia 41: 96–118.

    Google Scholar 

  • Sparks, R., L. Ganschow, J. Javorsky, J. Pohlman and J. Patton. 1992a. Test comparisons among students identified as high-risk, low-risk, and learning disabled in high school foreign language courses. Modern Language Journal 72: 142–159.

    Google Scholar 

  • Sparks, R., L. Ganschow, J. Pohlman, S. Skinner and M. Artzer. 1992b. The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners. Annals of Dyslexia 42: 25–53.

    Google Scholar 

  • Sparks, R., L. Ganschow and J. Patton. 1995. Prediction of performance in first-year foreign language courses: Connections between native and foreign language learning. Journal of Educational Psychology 87: 638–655.

    Google Scholar 

  • Sparks, R., L. Ganschow, K. Fluharty and S. Little. 1996. An exploratory study on the effects of Latin on the native language skills and foreign language aptitude of students with and without learning disabilities. The Classical Journal 91: 165–184.

    Google Scholar 

  • Sparks, R., L. Ganschow, M. Artzer and J. Patton. 1997a. Foreign language proficiency of at-risk and not-at-risk learners over 2 years of foreign language instruction: a follow-up study. Journal of Learning Disabilities 30: 92–98.

    Google Scholar 

  • Sparks, R., L. Ganschow, J. Patton, M. Artzer, D. Siebenhar and M. Plageman. 1997b. Prediction of foreign language proficiency. Journal of Educational Psychology 89: 549–561.

    Google Scholar 

  • Sparks, R., M. Artzer, J. Patton, L. Ganschow, K. Miller, D. Hordubay and G. Walsh. 1998. Benefits of multisensory structured instruction for at-risk foreign language learners: a comparison study of high school Spanish students. Annals of Dyslexia 48: 239–270.

    Google Scholar 

  • Sparks, R. J. Patton, L. Ganschow, N. Humbach and J. Javorsky. 2006. Native language predictions of foreign language proficiency and foreign language aptitude. Annals of Dyslexia 56: 129–160.

    Google Scholar 

  • Stanovich, K. E. 1986. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 21: 360–407.

    Google Scholar 

  • Szczerbiński, M. 2007. Dysleksja rozwojowa: próba definicji [Developmental dyslexia: An attempt towards defining the disorder]. In Dysleksja. Problem znany czy nieznany? [Dyslexia. Familiar or unfamiliar problem?], eds. M. Kostka-Szymańska and G. Krasowicz-Kupis, 48–70. Lublin: Wydawnictwo Uniwersytetu Marii-Skłodowskiej.

    Google Scholar 

  • Thomson, M. E. and Watkins, E. J. 1990. Dyslexia. A teaching handbook. London: Whurr Publishers.

    Google Scholar 

  • Wearmouth, J. and G. Reid. 2008. Ocena i planowanie nauczania oraz nauki [Issues for assessment of planning of teaching and learning]. In Dysleksja. Teoria i praktyka [Dyslexia and Literacy. Theory and Practice], eds. G. Reid and J. Wearmouth, 211–234. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.

    Google Scholar 

  • Włodarski, Z. 1998. Psychologia uczenia się [Psychology of learning]. Warszawa: Wydawnictwo Naukowe PWN.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Pragmatics, Institute of English, University of Łódź, Łódź, Poland

    Joanna Nijakowska

Authors
  1. Joanna Nijakowska
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Joanna Nijakowska .

Editor information

Editors and Affiliations

  1. , Institute of English, University of Silesia, ul. Gen. Grota-Roweckiego 5, Sosnowiec, 44-205, Poland

    Danuta Gabryś-Barker

  2. , Institute of English, Opole University, Pl. Kopernika 11, Opole, 45-040, Poland

    Ewa Piechurska-Kuciel

  3. , Institute of English, University of Social Sciences, Lodzka 11, Warszawa, 00-842, Poland

    Jerzy Zybert

Rights and permissions

Reprints and permissions

Copyright information

© 2013 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Nijakowska, J. (2013). Multisensory Structured Learning Approach in Teaching Foreign Languages to Dyslexic Learners. In: Gabryś-Barker, D., Piechurska-Kuciel, E., Zybert, J. (eds) Investigations in Teaching and Learning Languages. Second Language Learning and Teaching. Springer, Heidelberg. https://doi.org/10.1007/978-3-319-00044-2_14

Download citation

Publish with us

Policies and ethics

Search

Navigation