Spelling is a basic skill as well as means of acquiring knowledge over the school years. Furthermore, it is a complex cognitive process, which can be challenging for learners with specific learning difficulties (dyslexia) in their mother language as well as when learning a foreign language. The foreign language teachers face the challenge of teaching learners with dyslexia within the mainstream classroom in primary education every day. They need to become equipped with further knowledge and skills, so that they are able to identify these difficulties and teach learners with dyslexia more effectively in an inclusive way (Tsakalidou, Koufokotsiou, & Gaganis, in Press; Τσακαλίδου, 2020, 2019a, 2019b, in press). In the present study we examined the spelling difficulties of learners with dyslexia, when learning German as a second foreign language. The aim of the study was twofold: (a) Comparative analysis of the spelling difficulties across two populations (76 learners between 10 and 11 years, twenty of who had dyslexia). (b) Evaluation of the effectiveness of intervention in spelling in respect to learners with dyslexia. We analyzed the three books, which had been approved for teaching German as a second foreign language in primary schools (during the years 2015-2017) and constructed a spelling test based on a standardized test for spelling in the Greek language (mother language of the learners) (Sideridis, Simos, Mouzaki, & Protopapas, under review; Πρωτόπαπας, Δρακοπούλου, & Φάκου, 2010; Πρωτόπαπας & Σκαλούμπακας, 2010). Satisfactory construct validity and internal consistency reliability was demonstrated (split-half reliability test). The Cronbach’s alpha coefficient for this test was .944. According to the comparative analysis of our data, gathered from the two groups (learners with dyslexia and learners of the same age without dyslexia) during Phase 1 of our research, the p-value (p=0.001) indicated strong evidence against the null hypothesis, so we came to the conclusion that the difference between these two groups was statistically significant (Altrichter, Posch, & Somekh, 2018; Cohen, Manion, & Morrison, 2007). The most common spelling mistakes among learners with dyslexia learning German as a second foreign language were recorded and analyzed. During Phase 2 of our research we implemented various teaching methods in the classroom, including differentiated and multisensory instruction, as well as other modifications according to the specific difficulties and preferences of the learners with dyslexia (Aidinis & Nunes, 2001; Bahr, Silliman, & Berninger, 2009; Berninger et al., 2010; Bondie, Dahnke & Zusho, 2019; Bruck & Treiman, 1990; Caravolas, Volín, & Hulme, 2005; Castles & Coltheart, 2004; Tsakalidou, Koufokotsiou, & Gaganis, in Press; Τσακαλίδου, 2020, 2019a, 2019b, in press). In Phase 3 there was a statistically significant difference in the spelling test (according to the pre-test and post-test evaluation) for the learners with dyslexia (p=0.001), which proved the positive impact of change in teaching methodology. The results of this study prove that the modification in teaching methodology (differentiated and multisensory instruction, etc.) is very effective for learners with dyslexia. The specific suggestions and tools used in the present study can be implemented in everyday practice, when teaching German as a foreign language, as well as other foreign languages.
DOI: 10.1080/00461520.2019.1659794
Publication Date: 2020