Cognitive skills in bilingual students with dyslexia 2500-EN-COG-F17
Dyslexia is a cognitive disorder of neurological origin which manifests with impaired acquisition of a language system. Irrespective of culturally imposed differences, reading and writing are operationalized by the same biological functions which are defined by the universal perspective. However, language systems differ in terms of their transparency; for example, English and French are considered opaque scripts whereas Polish, Spanish or Italian are described as transparent orthographies. These differences are discussed as part of the language specific perspective. It is therefore plausible for a dyslexic learner to experience reading difficulties differently depending on the language system they study.
In this course students will look at the manifestations of dyslexia in bilingual learners with a concentration in students of Polish and English. The cognitive deficits characteristic of dyslexia will be discussed with reference to orthographic systems, psycholinguistic models of reading and subtypes of dyslexia. On the completion of the course, students will be able to trace patterns of dyslexia in bilingual learners, as well as explain and motivate the selection of language interventions tailored to the unique profile of a bilingual student with reading difficulties.
Efekty kształcenia
By the end of the course the students should:
1) be able to compare cognitive constraints in first and foreign language learning of students with dyslexia
2) be able to understand the properties of transparent and non-transparent scripts
3) be able to discuss psycholinguistic aspects of reading
4) be able to link reading techniques to dyslexia subtypes
5) be able to identify signs of dyslexia in a bilingual learner of Polish and English
6) be able to validate recommendations included in a dyslexia statement against student's performance in reading in a foreign language
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