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MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia


Pfenninger, Simone E (2015). MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia. Studies in Second Language Learning and Teaching, 5(1):109-133.

Abstract

The longitudinal intervention study reported here is the first to investigate the efficiency of a computer learning software specifically designed for dyslexic Swiss German learners of Standard German as a second language (L2) and English as a third language (L3). 40 subjects (20 of them dyslexics and 20 of them non-dyslexics; 10 students from each group participated in interventions and the other 10 from each group served as control groups) were assessed with a battery of verbal and written pre- and post-tests involving phonological/orthographic and semantic measures of their L2 and L3 before and after 3 months of daily intervention with the software. The results show that computer-based training in the L3 is potentially an important tool in intervention for dyslexic students, as it has a positive effect on the components of L3 as well as L2 learning. As a consequence of their progress in acquiring the relationships between L3 graphemes and phonemes, the experimental groups – but not the control groups – made significant gains on L2 naming accuracy and speed, L2 and L3 word reading, L2 and L3 phonological awareness, and L2 and L3 receptive and productive vocabulary and comprehension tasks.

Abstract

The longitudinal intervention study reported here is the first to investigate the efficiency of a computer learning software specifically designed for dyslexic Swiss German learners of Standard German as a second language (L2) and English as a third language (L3). 40 subjects (20 of them dyslexics and 20 of them non-dyslexics; 10 students from each group participated in interventions and the other 10 from each group served as control groups) were assessed with a battery of verbal and written pre- and post-tests involving phonological/orthographic and semantic measures of their L2 and L3 before and after 3 months of daily intervention with the software. The results show that computer-based training in the L3 is potentially an important tool in intervention for dyslexic students, as it has a positive effect on the components of L3 as well as L2 learning. As a consequence of their progress in acquiring the relationships between L3 graphemes and phonemes, the experimental groups – but not the control groups – made significant gains on L2 naming accuracy and speed, L2 and L3 word reading, L2 and L3 phonological awareness, and L2 and L3 receptive and productive vocabulary and comprehension tasks.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > English Department
Dewey Decimal Classification:820 English & Old English literatures
Language:English
Date:6 January 2015
Deposited On:04 Feb 2016 12:50
Last Modified:12 Aug 2017 21:42
Publisher:Adam Mickiewicz University
ISSN:2084-1965
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.14746/ssllt.2015.5.1.6

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