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Having dyslexia and coping with the English language: A case study of a Swedish student with dyslexia
Halmstad University, School of Education, Humanities and Social Science.
2017 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

In this research, it is discovered that for a Swedish child with dyslexia writing in English is difficult to execute. However, according to the Education Act in Sweden, when students with dyslexia are graded, they do not have to fulfill all the required knowledge areas. This means that their skills in writing are often disregarded when being given a final grade. In this case study, the student Filip was found to have difficulties with English spellings, especially words containing monophthongs, which can also be a common problem for all Swedish learners of English. However, there are methods that can be used to overcome this difficulty such as working with “systematic phonics”. It is also clear that the learners need to be given as many opportunities to work with the language in all its forms and practice as much as possible. This is something that the student emphasized as one of most effective ways of developing his language skills.

Place, publisher, year, edition, pages
2017. , 63 p.
Keyword [en]
dyslexia, student, high school, writing, English
National Category
Specific Languages
Identifiers
URN: urn:nbn:se:hh:diva-35423OAI: oai:DiVA.org:hh-35423DiVA: diva2:1157317
Subject / course
English
Educational program
Primary Teacher Education, 240 credits
Supervisors
Examiners
Available from: 2017-11-16 Created: 2017-11-15 Last updated: 2017-11-16Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf