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ERIC Number: ED578019
Record Type: Non-Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-2222-1735
A Model to Manage EFL Learners with ADHD and Dyslexia
Akbasli, Sait; Sahin, Mehmet; Gürel, Merve
Online Submission, Journal of Education and Practice v8 n28 p201-214 2017
In EFL or ESL classrooms there may be those learners labeled as "slow learners" who struggle to concentrate and thus experience failure inevitably. In this study, we deal with dyslexia and inattention (ADHD) because current research suggests behind the slowness of such learners may lie a disorder that can be controlled. We am going to focus on the inattention aspect of ADHD as it is more widely seen among adults rather than the hyperactivity aspect of that disorder (Volkow et al, 2013). Students with inattention and dyslexia show common symptoms and thus may have common problems (Marsha & Camahalan, 2006). The study design aims to help both teachers in class management and learners with learning difficulties cope with the expectations from an EFL learner, especially in terms of vocabulary and reading development. The method that we are suggesting is CALLA method (Chamot & O'Malley, 1996). We will specifically focus on explicit cognitive and metacognitive strategy training elements of this method, which will be executed and assessed through thinkaloud protocols. Among these strategies will be vocabulary training through collocations as well as strategies for reading comprehension (See Appendix 2). For vocabulary training strategies, we am going to adopt Lexical Approach (Lewis, 2000) because this approach suggests vocabulary can be better processed and kept in the long term memory when studied through chunks. We think it can be beneficial for learners struggling to learn vocabulary such as those with dyslexia and inattention disorders. The research methodology will be narrative inquiry as suggested by Clandinin & O'Connelly (2000). So, in this model learners are asked to keep a diary throughout their treatment with CALLA method and think-aloud protocols. In the end, this design can help teachers gain some insight into understanding learners with learning difficulty and better their foreign language learning skills.
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey