Pokrivčáková, S. et al. (2015).

Teaching Foreign Languages to Learners with Special Educational Needs:

e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

3 Teaching English as a foreign language

to dyslexic learners
Ivana Cimermanová
DOI: 10.17846/SEN.2015.39-62

Think and discuss

 Do you think that (EFL) teachers understand learning disabilities and know how to
accommodate their teaching?
 Do you know anyone who is dyslexic? Can you describe compensation strategies s/he uses?
 Do you know what the legislation is/ what are the possibilities/options for educating dyslexic
learners in Slovakia?

Foreign language learning is an integral and compulsory part of educational system in

Slovakia and students with dyslexia who are integrated in the regular classes tend to face
difficulties in foreign language learning (FLL). There are a lot of myths about dyslexia, as e.g. that
people see things backwards or that dyslexia is rare (some studies and statistics reported that 1
in 5 people have dyslexia); some people believe it is a vision or auditory problem; similarly, the
myth that dyslexics cannot read is not true.
Almost in all study groups there are students with learning differences on different levels and
there are also students that are not diagnosed. The problem of dyslexia is in fact associated with
native language learning. There are various studies confirming that performance on standard
measures of native language skill is related to the level of foreign language proficiency.
Even though there is a group of scholars claiming that dyslexic learners should not study
foreign language, there are also opinions that “many at-risk students can benefit from the study
of a foreign language in the appropriate learning environment” (IDA, 2010). Crombie (1999)
assesses the inclusion of dyslexic pupils into language learning very positively; she points out
that “True inclusion in the modern languages classroom is about much more than having a
presence and being exposed to another language. It is about feeling accepted and involved in a
worthwhile learning experience whatever the level that can be achieved”. Many scholars and
dyslexia specialists support this idea and draw our attention to the importance of social
development and state that “while it is acknowledged that some dyslexic children are only likely
to achieve limited competence in a foreign language, it is important to acknowledge that the
opportunity to participate in communicative activities brings additional benefits such as
enhanced social development“(The British Dyslexia Association, 2015).
Teachers are expected to accommodate their teaching, their requirements and examination
conditions to the individual needs however they are not systematically trained, to identify
specific learning needs, to work with dyslexic students, to accommodate their teaching, which
techniques, strategies to use. Even though there is a plethora of literature about dyslexia there is
still not enough literature on methodology of teaching foreign languages to students with
dyslexia.
Dyslexia – definition, symptoms
It is often claimed that dyslexia should be perceived as a different learning ability rather than
as a disability. There are authors who see dyslexia as an advantage and gift (see e.g. Davis &
Braun, 1997). It is important to define first what dyslexia is. Dyslexia can be defined as a
language learning disability. Generally, it refers to the problems with reading, but students
usually experience difficulties with spelling, pronouncing the words and writing.
The term dyslexia “referred strictly to an impairment in the processing of written language. It
was later recognised (Pumfrey & Reason, 2003) that the two terms seemed to be used

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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

interchangeably to cover the particular pattern of difficulties experienced” (Mortimore, 2008, p.

50). Specific learning disabilities, however, cover dyslexia as one type of specific difficulties
along with e.g. dyspraxia or attention deficit disorder.
It is important to realise that dyslexia is a specific learning disability that has neurological
origin and cannot be cured. It is not a question of intelligence, intellectual abilities or age. The
International Dyslexia Association defines dyslexia considering biological, behavioural, cognitive
and environmental levels (Kormos & Smith, 2012, p. 24):

Dyslexia is a specific learning disability that is neurological in origin. Biological level

It is characterized by difficulties with accurate and/or fluent word Behavioural level
recognition and by poor spelling and decoding abilities.
These difficulties typically result from a deficit in the phonological Cognitive level
component of language that is often unexpected in relation to other
cognitive abilities
and the provision of effective classroom instruction. Environmental level

Dyslexia is a chronic, lifelong condition and “studies show definite brain differences
between dyslexics and nondyslexics” (Wood, 2006, p. 18). As dyslexia may severely affect the
self-perception the early identification is important (watch e.g. HBO Documentary Film Journey
into Dyslexia, 2011). It is very hereditarian. And it is many times unexpected as children are very
bright but they have problems with acquiring a written language. It frequently happens that
children are very frustrated, they are struggling very hard, before being diagnosed as they
themselves as well as other people do not understand what the problem is. The pupils are
usually described as low and/or lazy; sometimes they are labelled as disorganized, stupid,
dummies.
A lot of people are embarrassed with the dyslexia “label”; it happens that parents do not want
to accept that their child is dyslexic. Hudson (2013) explains the positive aspects of dyslexia
identification and possible labelling learners with dyslexia. He claims that people have to
“understand the talents that go along with dyslexia and those who have it in the way their brains
operate. It’s a package of strengths, and some areas of challenge. More to the school system,
however, is labelling is sometimes relieving to a child. And that’s true whether it’s a mental
health issue or learning issue. Or a health issue that’s beyond a mental health issue. People need
to get a handhold on something in order to know – it’s not about them, that whatever they are
contending with it might be a challenge, is not a character flaw”.
Early identification1 is also important because “the brain is much more plastic in younger
children and potentially more malleable for the rerouting of neural circuits” (Shaywitz, 2008, p.
611-612). The symptoms or behaviors associated with dyslexia can be observed and help the
parent or teacher to suspect dyslexia.
Concerning symptoms associated directly with language we can mention that dyslexic
children are late-talking, they start to speak late, they cannot tell the rhyming words, reverse
letters and numbers (especially p and b, w and m, 3 and 5), they alter or leave out word parts,
they have problem to break words into their component, to discriminate sounds within a word –
phonological processing (d-o-g). There are also other than language (non-linguistic) symptoms as
e.g. confusion with before and after, left vs. right confusion, difficulty remembering and
following directions, difficulty with motor skills and organisation, attention. Many dyslexic
children show problems with handwriting, processing speed, working memory.
“At the upper levels of the language hierarchy are components involved with, for example,
semantics (vocabulary or word meaning), syntax (grammatical structure), and discourse
(connected sentences). At the lowest level of the hierarchy is the phonologic module, which is
dedicated to processing the distinctive sound elements of language. Dyslexia involves a

1
„In 1994 Reid observed that about 15% of the children who were identified as having specifi c learning
diffi culties were not identifi ed until they reached secondary education“ (Mortimere, 2008, p. 57).

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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

weakness within the language system, specifically at the level of the phonologic module”
(Shaywitz, 2008, p. 772-775). Davis and Braun (1997) suggest that “dyslexics have little or no
internal monologue, so they do not hear what they are reading unless they are reading aloud.
Instead, they are composing a mental picture by adding the meaning—or image of the
meaning—of each new word as it is encountered”. This is also why many dyslexic pupils say
words (while reading) quietly to themselves. This is called subvocalization.
There are several ways how to identify/suspect dyslexia, as e.g. observation (parent, teacher),
self-report questionnaire, screening, diagnostic interviews.
Pollock, Waller and Politt (2004, in Mortimere, 2008, p. 59) provide a helpful guide to this
kind of diagnostic approach. In general, if the answer to three or more of the following questions
is ‘yes’, further investigation is definitely warranted.

Does a seemingly able and frequently articulate student:

1. have difficulties with expressing themselves on paper – poor and sometimes bizarre
spelling, slow or poorly formed handwriting, untidy presentation?
2. seem resistant to or need extra time for written work?
3. have unexpected difficulties with reading or maths?
4. frequently seem worried, switched off or lagging behind?
5. have difficulties with organisation within time and space?
6. have difficulties with situations that involve memory (bringing the right equipment on the
right day, remembering spoken instructions, remembering phone numbers, learning
multiplication tables)?
7. use inappropriate behaviour to avoid classroom situations in which dyslexic-type learning
difficulties might be revealed in public?

Ranaldi (2003, p. 14-16) summarises some of the areas that highlight the variation of
difficulties associated with dyslexia:
Possible difficulties
• reading hesitantly;
• misreading, making understanding difficult;
• difficulty with sequences, e.g. getting dates in order;
• poor organisation or time management;
• difficulty organising thoughts clearly;
• erratic spelling;
• processing at speed;
• misunderstanding complicated questions, though knowing the answer;
• finding the holding of a list of instructions in the memory difficult, though able to perform all
the tasks;
• remembering people, places and names of objects;
• tiring more quickly than a non-dyslexic person – far greater concentration is required;
• deciphering a passage correctly yet not getting the sense of it;
• great difficulty with figures (e.g. learning tables), reading music or anything which entails
interpreting symbols;
• learning foreign languages;
• inconsistent in performance;
• may omit a word or words, or write one twice;
• very likely to suffer from constant nagging uncertainty;
• great difficulty in taking good notes because cannot listen and write at the same time;
• when looking away from a book they are reading or a blackboard from which they are
copying, they may have great difficulty in finding their place again;
• works slowly because of difficulties, so is always under pressure of time.

41
 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

The types of problems experienced in The types of problems experienced in

reading might be: writing might be:
• hesitant and laboured reading, especially • poor standard of written work
out loud; compared to oral ability;
• confusing letters such as b-d, m-n, p-d, u-n • poor handwriting with badly formed
and those that sound similarly – in Slovak letters;
language s-y, k-g, š-ž; • good handwriting, but production of
• in Slovak language – ignoring the soft or work is extremely slow;
hard syllables – de-te-ne-le-di-ti-ni-li;
• omitting or adding extra words; • badly set out work with spellings
• reading at a reasonable rate, but with low crossed out several times;
level of comprehension; • words spelled differently in one piece of
• failure to recognise familiar words; work;
• missing a line or reading the same line • difficulty with punctuation and
twice; grammar;
• losing the place or using a finger or marker • confusion of upper- and lower-case
to keep the place; letters;
• double reading (silent reading first and • writing a great deal but ‘loses the
then aloud) thread’;
• difficulty in pinpointing the main idea in a • writing very little but to the point;
passage; • difficulty in taking notes in lessons;
• finding difficulty in using dictionaries, • difficulty in organising work and
directories and encyclopaedias. personal timetable.

The mindmap below summarises some of the symptoms of dyslexia that might be observed.

Figure 1: Dyslexia Difficulties Mind Map (Source: Teaching resources homepage; 2013)

Bakker (1990, in Pumfrey & Reason, 2005) has hypothesized the existence of two types of
dyslexia “P” (perceptual) type and “L” (linguistic) type. “P” type learners “tend to read
relatively slowly and in a fragmented fashion, albeit rather accurately because they remain

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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

sensitive to the perceptual features of text”. “L”-type learners “read in a hurried fashion and
produce many substantive errors (omission, additions, etc.)”. Some scholars define also “M”
(mixed) type who read slowly while making lots of mistakes.

Principles of accommodations in foreign language teaching

Even though reading is related to speaking, it is not as natural as speaking. “Our biology is
programmed to learn to speak and understand what is spoken to us. Reading, on the other hand,
must be carefully taught. Children have to spend many hours and years being taught to read.
Reading is primarily a process of decoding written symbols which stand for spoken
language. Once decoded, the child must construct these symbols into meaningful ideas”
(Nuttall & Nuttall, 2013, p. 9-10).
Foreign language learning can be extremely difficult for dyslexic learners. Reading and
writing difficulties along with the associated problems as short working memory and
problems with automaticity in language have a strong influence on their language learning.
Classroom accommodations are essential for dyslexic students. Barton (2013) stresses that
classroom accommodations are something the regular teacher does. She highlights that teacher
has to avoid humiliating this child by e.g. accidental revealing their weakness to their friends.
She suggests teachers shouldn’t ask dyslexic learners „to read out loud in class; make them
participate in spelling bee; have them come up to the board and write the answers to the
homework where they’ll see his spelling issues, and his handwriting issues and so on. The most
important thing for a teacher is to keep his struggles private. His academic struggles are nobody
else’s business but this, the parents, and the teachers”. Barton (ibid) adds that the other types of
accommodations that teachers should also provide (so the child can access the same curriculum
as everyone else) is e.g. “allow him to listen to his textbook on audio” (as he can’t read and write
at the grade level yet). Instead of written test the child should be allowed to do oral testing;
essays should be graded on content and the spelling should be ignored. Barton (ibid) points out
that such accommodations cost no money and do not “require changing the curriculum. They
just require an awareness by the teacher that these are necessary”.

There are many tips or pieces of advice how to assist or help students to enhance their
learning; the most frequently mentioned are:
 Suggest and allow them to use pens with erasable ink or pencils – this means they can
delete/erase the incorrect or not well written text without crossing it and delivering
messy writing,
 allow enough time to process question or task before answering,
 do not ask dyslexic learners to read aloud in from of the whole class,
 make sure the instructions/assignments are clear and appropriate, meets a particular
student’s needs, and students understand what they are expected to do,
 if it is possible, have peer buddy – a classmate who can help the dyslexic learner (who e.g.
can sit next to him/her),
 avoid gap-filling activities,
 model exam/test-taking strategies,
 use different learning channels simultaneously,
 use e.g. colours or symbols along with the names of things, this would help them to work
more quickly and get organised more effectively as reading letters might be substituted by
“reading” colours or symbols,
 concerning different activities, you may also use colours to support learning,
 make sure your writing on board is well-spaced,
 you may use different chalks for different lines in case there is a lot of information.

Nijakovska et al. (2013, see the project DysTEFL: Dyslexia for Teachers of English as
a Foreign Language at http://dystefl.eu/) propose a set of ways of accommodating learners with
dyslexia in the foreign language classrooms and these can be categorised into 7 groups:

43
 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

1 Lesson organisation
During the lessons teachers should use explicit teaching procedures (such as a lot of
demonstrations, guided practice, corrective feedback). To make sure learners understand the
instructions it is important to repeat directions and in different ways as well as check
understanding. If directions are difficult and complicated it is suggested to use step-by-step
instruction, to break them down into subsets, one can demonstrate each part. In case of written
instructions we should also clarify or simplify written directions with the samples.
It is important to keep the balance in the lesson - balance between oral presentations with
visual information and participatory activities, a balance between large group, small group, and
individual activities. The small assignments bring steps to success and increase motivation. It is
thus suggested to present a small amount of work what prevents learners becoming discouraged
by the amount of work. Similarly, teachers can reduce the amount of work – e.g. to complete only
half of the activity, or they can work only with the specific section, etc.
2 Simplification of material
Teachers often create their own materials to support education. The teachers are often
creative and they often try to make them graphically attractive using different fonts decorations,
pictures. With dyslexic learners we should, however not to crowd the page, block out extraneous
stimuli (sometimes if you cannot make it simple you can suggest learners to use a blank sheet of
paper to covers distracting stimuli), use large print, “dyslexia-friendly” font (e.g. Comic Sans,
Century Gothic, Open Dyslexic)2 and highlight essential information. The advantage of
teacher-made materials that these can fully reflect students’ needs. The teacher can design
hierarchical worksheets where tasks are arranged from easiest to hardest.

Figure 2: Sample how to make reading minimise distractors in the textbooks - just 2 pieces of paper can be
used to help learners focus on what should be read

2
There are “four fonts designed for people with dyslexia: Sylexiad, Dyslexie, Read Regular, and
OpenDyslexic. The four fonts have in common that the letters are more differentiated compared to regular
fonts. For example, the shape of the letter 'b' is not a mirror image of 'd'“. The Open Dyslexic (both roman
and italic styles), is the only open sourced. This font has been already integrated in various tools. (Rello,
Baeza-Yates, 2013).

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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

3 Organisation
Dyslexic students need more time for certain type of activities and thus good organisation
might save their time. They are therefore suggested to use different colour coding, sign/symbol
coding, ETC. Thus teachers may provide students with a graphic organizer, e.g. charts, blank
webs, maps what helps learners to listen for key information and understand relationships.
Similarly, we should encourage learners to use graphic organizers. Many learners, not only
dyslexic ones use different diaries and calendars to get organised. We should encourage use of
assignment books or calendars where pupils can record due dates, homework, test dates, etc..

4 Additional support
Dyslexic learners have often problems with writing and thus teachers may reduce copying by
including information or activities on handouts or worksheets, they can also provide a glossary in
content areas and/or outline/copy of the lecture. Dyslexic learners need additional practice
activities and teachers can recommend some software programmes, self-correcting materials
and provide them with additional worksheets.

5 Interaction
Peer-mediated learning is usually beneficial for both sides. One student verbalises the
problem what helps them to understand and memorise the issue the other listens and the
multisensory approach in this case can be applied. They can also compare and check the notes,
collaboratively work ion different tasks etc. Similarly we can encourage note sharing.

6 Multisensory approach
Multisensory learning involves using two or more sense is often. It is an effective approach
not only to teaching children with dyslexia, but teaching generally (see also the text below).
Verbal information can be simultaneously combined visual information, you may use e.g. handout
or overhead. Prior to a presentation, the e.g. new vocabulary or key points can be written on the
board or overhead.

7 Individual approach
Placing students close to the teacher can help e.g.to limit distracting factors (sounds, objects,
etc.) as we can in some way “close” the space among the teacher, students and board. Using
flexible work times might be useful with dyslexic learners as they sometimes need more time to
complete assignments (if students are seated close to the teacher, he can constantly monitor
their progress). To reduce the time they need to complete the assignments they should be
allowed to use of instructional aids. Sometimes it is worth considering the use assignment
substitutions or adjustments. We also can help learners to apply different learning strategies and
mnemonic devices.

Schneider and Crombie (2003, p.17) stress the importance of metacognition and suggest to
“make language learning a ‘discovery learning’ process in which students turn into ‘language
detectives’. They should be encouraged to find out:
 about the structures and uniqueness of the new language,
 why certain expressions are used the way they are,
 how they can self-correct and monitor their own reading and writing.
This makes all students independent learners. Dyslexic students cannot succeed without this
component; the explicit use of mnemonics is helpful”. They stress that “By teaching
metalinguistic strategies, the FL educator allows dyslexic students to process the FL language in
multi-sensory ways using their strengths to compensate for auditory and or visual
weaknesses“.

45
 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

Specific teaching methods and strategies

Teachers in primary level spend a lot of time with their pupils. This gives them opportunity to
know their pupils, to understand their strength and weaknesses and help them to find the most
appropriate strategies for effective learning. However, pupils since lower secondary level
sometime move from class to class and from teacher to teacher and they see most of teachers 2
or three times a week for no more than 45 minutes.
Reid distinguishes three main components in the information processing cycle, namely,
input, cognition and output and he suggests the following strategies that might be applied in
different stages (2005, p. 32-33):

Input
At the input stage it is important to:
• present information in small units;
• monitor at frequent intervals to ensure that the student is comprehending;
• utilise overlearning, and vary this, using a range of materials and strategies; and
• present key points at the initial stage of learning new material.

Cognition
At the cognition stage it can be important to:
• encourage organisational strategies to help with learning;
• organise new material to be learned into meaningful chunks or categories;
• relate the new information to previous knowledge to ensure that concepts are clearly
understood;
• place the information into a meaningful framework;
• utilise specific memory strategies, such as mind mapping and mnemonics; and
• monitor and assess the new learning frequently.

Output
At the output stage:
• use headings and subheadings in written work to help provide a structure;
• encourage the use of summaries in order to identify the key points; and
• assess learning at each point.

Homolová (2012, p. 51) uses the term strategopedia and referring to Rogers (2003) stresses
the importance of knowing the most efficient learning strategies for student. It is important to
help student to find his/her own way of learning and help him to become autonomous. It is
equally important to teach dyslexic learners to use the compensation strategies.

Multisensory approach
Concerning language teaching methods applied in a group of dyslexic students results of
many researches and studies indicate that TPR, audio-oral method and especially multisensory
structured learning (MSL) approach.
Multisensory approach has been proved to be efficient and useful for all students but it is of
great importance for dyslexic learners. In case of involving more senses we may compensate
their visual deficits. More senses are involved at the same time.
MSL approach presents and teaches L2 “through the activation of auditory, visual, tactile and
kinaesthetic pathways” (Kormos & Smith, 2012, p. 127). As it has been mentioned, many
dyslexic students have problems with phonological processing skills and thus applying images,
sounds or touch is a way of compensation. For example, bringing real objects into the classroom
enables learners to apply additional sensory chancels rather than encoding the words, texts
verbally. At the same time it helps them to apply different direct learning strategies as applying
images, sounds or associations. Kormos and Smith (ibid) claim that “additionally, the modeling
of affective strategies, such as rewarding oneself when completing a task, might assist language
learners with an SpLD to overcome any anxiety and stress they might experience”.

46
 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

Tánczos, Mónis and Wiwczaroski (2010) suggest that in “language teaching, however,
touching and movement are rarely applied for fixing the input. The question arises then how
these two sensory modalities could be exploited more often in the language classroom”. They
(ibid) suggest using:
 project work - as it provides the variety and multitude of stimuli; making projects is one of
the most effective methods of acquiring and expanding topic-related vocabulary,
 role-play in language teaching; role plays involve students’ emotions, what leads to better,
deeper and longer lasting fixing of information,
 mimics, gestures and movements in a playful way,
 cards for the acquisition of words and grammatical items as these provide learners with a
large amount of tactile-kinaesthetic input; other object can be used for the same purpose,
such as wood boxes of different sizes, toys, buttons, letters made of wood or plastic, etc.

It has been already mentioned that it is important that teachers

 materials, topics, structures should be linked to student’s prior knowledge,
 structure and order materials logically where the relationship is clear,
 progress from the simple towards the more complex materials ,
 progress from the receptive to the productive activities,
 present and explain learning strategies.

Kormos and Smith (2012, p. 129) enumerate the basic principles of the MSL approach and
namely: multi-sensory, carefully structured, cumulative, frequent revision, explicit explanation
of linguistic structures, ample practice, drills and learning strategy training. They highlight that
“The main differences between teaching languages to learners with an SpLD and students with
no learning difficulties lies in the importance of explicit teaching of linguistic structures,
slower pace of progress and frequent revision”.

Mind mapping
One of the strengths of dyslexics is that they see the overall picture. This is why teachers are
suggested to provide an overall plan of the lessons.
Mind mapping is a simple and effective tool that can be used to help learners to understand
the relationships and also e.g. structure of learning and goals. Michalko (in: Buzan, 2012)3
describes mind map as “the whole-brain alternative to linear thinking. [It] reaches out in all
directions and catches thoughts from any angle”. Mind maps help to visualise, connect,
structure, classify thoughts and relations among them. Mind maps can make use of not only
written text (generally less text to process), but also images, colours, shapes, different symbols
that help proceed, understand and remember information. There are less or more professional
tools available that are freeware or those based on commercial basis. Buzan (2011) formulates 7
steps to making a mind map:
1. “Start in the CENTRE of a blank page turned sideways. Why? Because starting in the centre
gives your Brain freedom to spread out in all directions and to express itself more freely and
naturally.
2. Use an IMAGE or PICTURE for your central idea. Why? Because an image is worth a thousand
words and helps you use your Imagination. A central image is more interesting, keeps you
focussed, helps you concentrate, and gives your Brain more of a buzz!
3. Use COLOURS throughout. Why? Because colours are as exciting to your Brain as are images.
Colour adds extra vibrancy and life to your Mind Map, adds tremendous energy to your Creative
Thinking, and is fun!
4. CONNECT your MAIN BRANCHES to the central image and connect your second- and third-
level branches to the first and second levels, etc. Why? Because your Brain works

3
Buzans’s book The Ultimate book of mind maps. Unlock your creativity, boost your memory, change your life
is available online and can be downloaded free of charge.

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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

by association. It likes to link two (or three, or four) things together. If you connect the branches,
you will understand and remember a lot more easily.
5. Make your branches CURVED rather than straight-lined. Why? Because having nothing but
straight lines is boring to your Brain.
6. Use ONE KEY WORD PER LINE. Why? Because single key words give your Mind Map more
power and flexibility.
7. Use IMAGES throughout. Why? Because each image, like the central image, is also worth a
thousand words. So if you have only 10 images in your Mind Map, it’s already the equal of
10,000 words of notes!

Figure 3: Mind maps created in iMindMap software

48
 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

Total physical response

Homolová (2012, p. 45-46) stresses the positive aspect of total physical response that is
based on the principle of mother tongue acquisition, where listening is the first skill developed.
In TPR EFL environment learners do not need to produce language until they are not ready for
verbal production. The process can be simplified into three steps hear – understand – react.
New vocabulary is based on the visual stimuli, mimics, gestures, movement. The first goal of a
teacher is thus to help learners develop listening fluency. TPR creates positive atmosphere and
reduces stress. It can motivate learners what is very important not only for dyslexic learners.
TPR is criticised for its limits (rarely applied beyond the beginning level) but on the other hand
it stimulates learners to learning languages.

Shared/paired/parent reading, KWL

Shared reading is interactive reading when learner shares reading with teacher and/or
parents. This enables them to go through the books they may not be able to read on their own.
Usually it starts with the discussion about the book – its cover, title, predicting the content;
discussion about the author(s) and illustrator(s). During reading it is important to keep learners
motivated, check understanding and lead them to predicting. It is also useful to do post-reading
activities after reading. This helps learner to understand and leads him to think about the
content and language used. It also helps them to develop reading strategies as e.g. where to look
and what to focus on, how to interconnect background knowledge and the content, encourages
predicting.
In paired reading usually learners are paired and they read the text aloud simultaneously or
one reads the text (e.g. page) and the other starts where the first stops. The aim of the paired
reading is to develop reading fluency. Students are also trained different strategies to build
reading fluency. Teacher has to be very careful and sensitive in creating the pairs.
Parent (sometimes also called shared) reading is quite common in e.g. in Ireland
compared to Slovakia, where it is not systematically developed. Reading begins at home and it is
natural and safe environment for children. Parents may read the books they loved in their
childhood and they can share reading and their reading experience with their kinds. In some
schools parents write feedbacks on how their children progress in home reading and what they
have read together. This is important information for teacher and possible in-class discussions.
There are a lot of occasions for authentic reading – names of the shops, funny greeting cards in a
shop, scrapbooks with captions, etc.)
The main aim of the KWL reading method is to guide a reader to understanding The KWL
stands for what we Know, what we Want to know, what we Learned. In the first stage readers
should think about the topic, to brainstorm what they already know about the topic. In the
second stage readers should formulate the questions what they want to learn about the topic
(the questions should be ordered by importance. This is usually done based on the book cover,
table of contents, pictures etc. In the last stage readers should evaluate what they have learned,
whether they can answer their question.

Teaching vocabulary and teaching grammar

Most scholars agree that there should not be more than 6-8 new words in a lesson.
Concerning dyslexic students, these should not be asked to acquire new words implicitly and
they need a lot of repetition. They have a short-term working memory and they may seem to
understand new words but they need to repeat them frequently to build automaticity. As they
also have problem with working memory they have problems e.g. to repeat the text following
the logical line and when they learn lists of words they usually remember the first and last
words. Homolová (2012) brings the statistics and states that after one hour students forget 50%
of what they have learnt, after 9 hours they forget 60% and after a month 80%. In the groups of
dyslexic learner the above mentioned numbers are even higher. Kormos and Smith (2012,
p.132) recommend that “session needs to be revised repeatedly on at least three to four
consecutive occasions“.

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e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

Dyslexic children find it demanding to acquire new words implicitly and they prefer explicit
explanation. Still, context is helpful and can also facilitate the memorization of words. Multi-
sensory methods are helpful and can involve different learner types. Usually the oral
presentation of the word is also support in other ways, Using flashcards, gestures, objects, mind
maps stimulate the visual channels. The kinaesthetic/tactile learning of vocabulary can be
supported by mime, tracing the words in the air, building the words from the e.g. wooden letters
(or paper). This is a typical activity in re-education and compensation applied in mother tongue.
Teaching foreign languages is based mostly on using strategies analogically.

“Visualizing the word can be a successful strategy for some dyslexic pupils. This process
involves the following:
 Look at the word
 Cover the word with a piece of paper
 Try to see the word - visualize it - on the paper
 Copy the word as you see it
 Check to see if you have spelt the word correctly
 Have a ten-minute break and then repeat the exercise
 A few hours later repeat this again
 Then repeat this at various times over the next few days
 Add a new word to the list each week and repeat the above sequence” (Reid & Green, 2011, p. 41).

Learners can use picture dictionaries to better remember and visualise words and phrases.
The possibility to transfer letters into the drawings is suggested by experienced teachers and
scholars.

NION

T R A I
N
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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

Crosswords are liked by children and based on the task different levels of difficulty can be
obtained:
 there are no clues – learner must find it in a crossword,
 the clues are descriptions (synonyms of the words) – learner must read it, understand/find
the synonym and find it in a crossword,
 the clues are Slovak words – learner must read it, translate it and find it,
 the clues are pictures words – learner must recognise it, translate it and find it,
 the clues are English words – learner must read it, translate it and find it (see the sample
below),
 to simplify the process of finding a word the direction might be indicated (see the sample
below).

APPLE 
A S P E A C H Y
P L U M C L U R PEAR 
P E A R V E R R PLUM 
L W B A P M E E GRAPE 
E O D A B O U H ORANGE 
Q C R O N N H C
W G E A R A R B LEMON 
F D A S N E N M BANANA 
P O I U T G B A CHERRY 
K I W I R V E R KIWI 
PEACH 

The problems with reading and writing, memory problems as well as phonological awareness
problems have an influence on language teaching.
Sarkadi (2008, p. 111) refers to Selikowitz and states “The English alphabet has 26 letters
representing 44 phonemes; however, according to Selikowitz (1993), there are 577 grapheme-
to-phoneme correspondences in English, which need to be recognised during the reading
process.
Gerber (1993, in Schneider & Crombie, 2003, p. 6-7) draws our attention to “a dyslexic
student’s ability to identify, understand and use socio-pragmatic language concepts such as
idiomatic expressions, humour, jokes, homonyms, homographs, homophones or
metaphors in proper discourse in the foreign language. This includes the development of
comprehending implicit information ‘in between the lines’ or spoken or written information”.

Teaching grammar is important as it helps with comprehension skills. Similarly to teaching

vocabulary, it is most effective when it is taught explicitly. If it is possible the abstract linguistic
terms can be avoided. One of the ways how to help learners to grasp the grammar structures and
functions can be colour coding. Kormos and Smith (2012, p.134) bring the example: “we can
decide to use red for the subject of the sentence, blue for the predicate and green for the object
(e.g. The boy bought a book). If this kind of colour-coding is consistently followed, students will
soon learn that words in red express the agents of actions, blue stands for the action itself, and
green represents the object of the action“.
Using colours and schemas might be effective way how to visualise grammar that is abstract
otherwise. Look at the following sample:

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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

SUBJECT TO BE VERB + ING what

WHO (am, is, are) where

Daddy is reading newspaper.

Question

VERB -TO BE SUBJECT VERB + ING what

(am, is, are) where

Is daddy reading newspaper?

Negative sentence

SUBJECT TO BE VERB + ING what

NOT
(am, is, are) where

Daddy is NOT reading newspaper.

Figure 4: Structure for teaching present continuous tense

The guided and controlled practice is very important for dyslexic learners. This can lead to
automaticity that is later used in free practice and helps to develop fluent production without
overanalysing language.
Automaticity can be reached using different drill activities; the teacher needs to be patient
with students as this process might be slow. A lot of supplementary materials and activities can
be also found online.

Extensive reading and dyslexic learner

To become efficient reader we need to read a lot. Shared reading, paired reading, parent
reading have been already mentioned. EFL readers many times use graded readers to develop
motivation and habit of reading. Graded readers are levelled usually within series (based on the
number of words used, headwords counts). There are graded readers for different age groups
(these can be adaptations of literary works and there are also books written specifically for the
EFL students).
Books for children are usually supported by a lot of visuals to enhance understanding. One
may find also graded comics that can be used in language classroom.

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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

Figure 5: Sample of the graded reader comic

Source: http://www.englishbooks.jp/catalog/product_info.php/magic-adventures-graded-comic-readers-
level-set-books-p-28597)

There are also special editions of dyslexia-friendly books for children that might be used in
language teaching. Here, teacher must be careful as those are not adapted for foreign language
teaching. See the sample below.

Figure 6: Sample of the book for dyslexic readers

Source: http://www.lovereading4kids.co.uk/genre/dys/Dyslexia-friendly.html

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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

It must be mentioned that there are scholars, on the other hand, who claim that reading
comics is not appropriate genre for dyslexics as text in the bubbles might be problematic (see
e.g. Homolová, 2012).
If you want to apply extensive reading, you may use special edition of books prepared for
students with dyslexia (e.g. the special editions - quick reads, see
http://www.quickreads.org.uk/resources – it is necessary to mention that these editions are for
native speakers. The books are supplemented with the Learning with Quick Reads
methodological support downloadable from their website. As far as we know there are no
special graded readers for EFL dyslexic learners. Still, the teachers might selectively use the
above mentioned readers.
Similarly, the use of graphic novels allows pupils to be creative readers. Even though there is
a little or no text, actually the kids read the pictures and read/create the story and at the same
time they develop the habit of reading and later, when they learn some compensation
techniques they are motivated to overcome linguistic barriers as they have experience the joy of
reading. The samples below are from Shaun Tan’s social novel The Arrival and Raymond Briggs
story for children Snowman.

Figure 7: Sample pages from the graphic books. (Graphic novel: Shaun Tan: The Arrival – the
social graphic novel about migration; Raymond Briggs: The Snowman – the book about
snowman and a boy friendship; The Briggs’ book evokes the blueish feelings (he uses colours but
the blue one prevails) whereas Tan works with grey and sepia shadows that evokes the feelings
of old photographs that create a story.)

Comics similarly do not provide much language, and they tell a story. This is a format that can
provide access to narratives for dyslexics. You may for example read Tom Sawyer and
Huckleberry Finn graded reader with a group and use comics. You may delete the bubbles and
students can add the text. If you want you may use software to create the comics (based on whar
students read), as e.g. makebeliefscomix.com or toondoo.com.
You may also use audio books depending on your aim – but definitely this is a way how to
help learners with dyslexia. There are a lot of graded readers that are accompanied with the
audio CD. Similarly, there are a lot of material online.

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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

Technologies to enhance dyslexic students learners

Special teaching aids are available at the market and the function of few of them is presented
in the next part. Concerning using technologies and dyslexic pupils we can deal with both,
assistive hardware and software and learning, educational software).Using different tools might
be useful in the educational process, both, teaching and learning to enhance the process of
language learning. It is also one of the ways how to accommodate the teaching.
The tools to enhance the learning are being constantly developed. We can mention reading
pens that have scanning capabilities with different possibilities as e.g. to enlarge the font to
make it easier to read, to read the text aloud what is the useful tool for dyslexic learners.
Text-to-speech software is very useful and might be used by both, teachers and students.
Concerning not only English language teaching we may use paid software that reverses the text
to sound. The special software is mentiond later.
One of the very simple but very challenging tool is e.g. website voki.com that can be used by
both, mainstream pupils and also the students with specific learning difficulties. Voki is a free
website application where teachers/students can create characters (different fields: classics,
folk, animals, politics…) and they can either record their voice (i.e. they do not need to
write/type). They can hear their own utterances what means this enables them to spot their
mistakes. They can rerecord themselves as many times as they want and to refine their
utterance. Another alternative is they type the text and select the voice that reads the text
instead of them (text-to-speech). Students can listen to it and if there is a mistake in a written
text, they can hear it and correct it. This is, however, the tool that is not intended for the dyslexic
students, but it might be useful and motivating tool for them as well as for other students.

Figure 8: Print screen - website voki.com

Speech-to text is the software that may save your dyslexic students’ time and stress. Student
“dictates” the text and the software transfers it to the written text. Some of them include even
games to improve vocabulary and thesaurus.
In Slovakia we can mention using Program DysCom SK (sold in Slovakia by November 2012,
still available in Czech Republic – Czech version). The software trains not only reading, but also,
different types of orientation, grammar, the activities to support motivation are also included.
Nowadays many schools are equipped with the iPads and a lot of students have their own
tablets. There are various applications that can be used to support (language) learning. E.g. the
books that have read along children’s books with visual support can be mentioned. There are
plethora materials available for dyslexic users on/for iPad. Different books even though written
for native learners and readers may be used by foreign language learners as well. There is
usually a little text and a lot of visual support. The Spy Sam Reading Series are available free of
charge, Dr. Seuss library offers 50 books for children
(http://dyslexiahelp.umich.edu/tools/apps/dr-seuss-bookshelf-free), OUP has a tool
Gamebooks: Read and Learn.

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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

The Spy Sam is series of 3(http://itunes.apple.com/us/app/spy-sam-reading-book-1-

big/id644904139) books that start with a few words on a page, gradually developing an
interesting story for children. The reader can touch the screen-objects on the screen that are
interactive.

Figure 9: Screens from the book The Spy Sam Reading Series (iPad)

Dr. Seuss Bookshelf is free application (https://itunes.apple.com/us/app/dr.-seuss-

bookshelf/id543665995?mt=8) and offers 50 famous books (among the famous probably belong
The Cat in the Hat). Children can read them on their own, or have the book apps read them aloud
to them with their text-to-speech features. The books are for natives but visual support
significantly helps the reader to understand the text. The audio books are a real help to dyslexic
learners and they can connect sound and written form of the words.

Figure 10: Screens from the book Dr. Seuss’s ABC

The Make sentences is an interactive tool (https://itunes.apple.com/us/app/make-

sentences/id587265511?mt=8) recommended for English speaking pre-school children (5+)
and young learners. The tool, however, maybe used with EFL learners as well. Their task is to
order the scattered words according to what they can hear. The children construct simple or
complex sentences by picking and placing words in the correct order from the given words.

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e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

Figure 11: Screens from the interactive tool Make sentences

Another interactive tool that can be used with dyslexic children is free application Play &
Learn LANGUAGES (http://dyslexiahelp.umich.edu/tools/apps/play-learn-languages-free)
where children can use fun flash cards to learn new words and new languages (different
languages are available - English, Spanish, French, German, Italian, Russian, Hungarian, Polish,
Czech, and others). During installation the user selects target language but also a mother tongue.
Vocabulary is topic-based and kids can see the picture and hear its target language name and its
translation to mother tongue. Application includes Learn, Word quiz, Memory games sets.
Setting level is an important possibility as some words belong to high language proficiency level.
The tool Gamebooks: Read and Learn is aimed for EFL learners and offers graded books to
learners. It offers also the game activities to practise vocabulary and phrases, the tasks to check
comprehension. The text to speech support and visual support help also dyslexic learners to
overcome the problems and enjoy reading. This tool is also available as PC version
(http://gamebooks.secretbuilders.com/home/).
There are various types of software specially designed for dyslexic learners. We can
mention e.g. Kurzweil 3000. It is a robust system that combines the set of useful tools. The
system can read inserted texts, similarly is the texts being written. It has in-built thesaurus, and
what more (what might be an advantage for EFL learners) it has also an in-built translator. The
software can be used for different types of brainstorming – one can use mind-map tool. In a
package, there is also KESI Calculator Application. The software reads what user types and thus
it is a useful tool for dysgraphics, as well as users with dyscalculia or dysgraphia.

Figure 12: Kurzweil 3000 print screen – displaying the synonyms and translator tool

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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

Another possibility how to enhance understanding is the possibility to show the picture of the
selected word. User thus can read their own work but also the whole books that are in English,
French or Spanish.

Figure 13: Kurzweil 3000 print screen – displaying the picture tool

It is important to mention that Windows software itself offers the tools for multisensory
approach. It can help learner to reduce visual and auditory distractors. We can mention, e.g.
Windows 8, where one can access the Ease of Access Center (windows logo key + U) where
learner can change settings.

Figure 14: Ease of Access Center print screen

The user can e.g. start magnifier, launch on-screen keyboard, start narrator or set up the
contrast. In the Narrator setting the user can choose one of several voices and specify other
preferences. To reduce visual distractions, one may remove background image, turn off all
unnecessary animations. Similarly, users can use speech recognition programme what allows
users to command PC with user’s voice, as well as dictate into most of applications.The too that
not used by many users tool in MS Office is Speak. „You can add the Speak command to your
Quick Access Toolbar by doing the following:

1. Next to the Quick Access Toolbar, click Customize Quick Access Toolbar.
2. Click More Commands.
3. In the Choose commands from list, select All Commands.
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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

4. Scroll down to the Speak command, select it, and then click Add.
5. Click OK.
6. When you want to use the text-to-speech command, click the icon on the Quick Access
Toolbar.” (Microsoft, 2015)4

Figure 15: Running text-to-speech tool print screen (Ms Office / Word)

The possibilities of changing size, colour of the text, selection of the font have been also
described above.

Testing and evaluating

The Slovak legislations enables not to classify the learners with dyslexia but they need to be
evaluated and the feedback they get is extremely important. It has been already mentioned that
the tasks and assignments can be modified for the students with dyslexia. Concerning the test
the accommodations or modification can be useful not to demotivate them, similarly as the
careful explanation of the tasks and instructions.
We should carefully select the tasks and modify the activities. The timing must be
considered, in case of need it should be extended. In some cases, the consideration of using
technical devices and supplementary materials (e.g. dictionaries, additional papers for
experimentations with spelling, brainstorming etc.) can be considered.
We have already mentioned the importance of applying the cognitive (memory strategies,
association, etc.) metacognitive (self-assessment) and affective (e.g. peer mediated learning)
learning strategies. It is equally important to teach different strategies effective with different
test tasks. Some examples are: multiple choice or matching tasks – start with the elimination of
definitely incorrect choices; in short paragraph responses pupils can use highlighters to mark
the key words; gap-filling activities- the part of speech can be considered (position in a
sentence) tense, plural/singular, etc.). Presley (2002, in Schneider & Crombie, 2003, p. 69)
suggests with regard to dyslexic students’ language processing difficulties „to avoid cloze
procedure tasks whenever possible. Even in their native language, these students rely heavily
on context clues“. They also point out that “matching activities may be difficult and unfair,
because their poor visual perceptual short-term memory is over-challenged by the specific eye-
movement task required to match the combined word or sentence parts“.
Concerning oral production it is suggested to give them enough time (ahead) and not to
force them to immediate response.
4
There are other possibilities with e.g. internet explorer or Microsoft OneNote. You may read more on
Microsoft website (http://www.microsoft.com/enable/guides/learning.aspx)

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e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

Gavin and Reid (2011, p.77) suggest that “one of the main ways of ensuring success for
dyslexic pupils is to provide a range of means whereby they can demonstrate their competence.
This may not necessarily be through writing, and it is important that other means of displaying
competence should be provided. For example:
 Investigation in groups
 Making posters
 Brainstorming
 Sentence completion
 Quiz and competitions
 Videoing
 Worksheet activities
 Drama and role-play
 Fieldwork and enquiring
 Oral presentations
 Self-assessment
 Learning in pairs
 Cartoons and comic strips
 Completing tables
 Tape-recording
 Debating
 Computer work
 Drawing pictures
 Making crosswords
 Journal writing
 Songs and poems

These activities are usually very good for dyslexic young people as they involve active
participation and do not necessarily require vast amounts of reading. Some key instructions may
be all that are necessary to get them started” (Reid & Green, 2011).

Next steps
The integration of learners with specific educational needs was an important and significant
step in our legislation. The question of preparation for effective process of integration was not
fully answered. The qualified special teachers for teaching different subjects are rare. What is
very positive is that English language teaching has already started to consider the support of
English language teachers.

Theoretical books as e.g.

 HOMOLOVÁ, Eva, 2012. Výučba angličtiny žiakov so špecifickými vývinovými poruchami
učenia a špeciálnymi výchovno-vzdelávacími potrebami: Výučba angličtiny žiakov s dys-
poruchami. Hradec Králové : Gaudeamus, Univerzita Hradce Králové, 112s., ISBN
9788074352263
 KORMOS, J., & SMITH, A. M., 2012. Teaching languages to learners with specific learning
difficulties. Clevedon: Multilingual Matters. ISBN 978-1-84769-620-5.
 NIJAKOWSKA, Joanna, 2010. Dyslexia in the Foreign Language Teaching Classroom. Bristol:
Multilingual Matters. ISBN: 9781847692795

It was positively accepted that EFL textbook writers consider dyslexic students and they
either suggest some ideas how to work with dyslexic students in the classroom (teacher guides),
add aids for dyslexic learners, etc.

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 Pokrivčáková, S. et al. (2015). Teaching Foreign Languages to Learners with Special Educational Needs:
e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

Textbooks which support teaching dyslexic learners, e.g.

 English Zone (Teachers book has a special part Dyslexia: a Guide for Teachers, OUP)
 Solutions, (Teachers book has a special part on teaching dyslectic learner, Macmillan)

However, there is still need of systematic pre-graduation education as well as special

trainings for in-service training. The training must be very practical, not giving general
information about the needs of the dyslexic learners but rather how to teach different subjects.

Questions for discussion

 Does reading equate with intelligence? Why (not)?
 What are the signals the teachers can spot identify dyslexia?
 Name at least 3 ways to support dyslexic learners.
 Create your own Voki
 Read the text Dyslexics Need to Read The End of A Story First to Understand & Remember and
express your own opinion on the possibilities of applying the technique in teaching English
as a foreign language.

Websites you might be interested in:

 DYSTEFL – Dyslexia for Teachers of English as a Foreign Language - http://dystefl.eu/
 Dyslexia and Foreign Language Teaching - free online course -
https://www.futurelearn.com/courses/dyslexia
 British Dyslexia Association - http://www.bdadyslexia.org.uk/educator/modern-foreign-
languages
 LDonline – The educator’s guide to learning disabilities and ADHD -
http://www.ldonline.org/article/6065/
 TEXT mindmap – a tool to draw mind map - https://www.text2mindmap.com/
 Memory game - www.math-and-reading-help-for-kids.org/kids_games/memory_lights.html
 Eidetic games and puzzles - http://www.ababasoft.com/games/learning_disability.html
 Memory gym - www.memorise.org/memoryGym.htm
 Books for dyslexics http://www.quickreads.org.uk/resources
 Love reading 4 kids - Dyslexia Friendly Books -
http://www.lovereading4kids.co.uk/genre/dys/Dyslexia-friendly.html
 Web Design for Dyslexic Users. Retrieved October 25, 2015 from Davis Dyslexia Association
International, Dyslexia the Gift Web site: http://www.dyslexia.com/library/webdesign.htm

References
BARTON, S. (2013). In Embracing Dyslexia. A documentary. Production companies: Production
Companies: Learning Foundations, RiSE Scholarship Foundation, York Educational
Services`Available online https://www.youtube.com/watch?v=cBIK0XVPbXo
BUZAN, T. (2012). The Ultimate book of mind maps. Unlock your creativity, boost your memory,
change your life. Epub edition, HarperCollins Publishers Inc.
BUZAN, T. (2011). Tony Buzan website. http://www.tonybuzan.com/about/mind-mapping/
CROMBIE, M. (1999). Foreign Language Learning and Dyslexia. Available online
http://www.languageswithoutlimits.co.uk/Resources/Dxa1.pdf
DAVIS, R. D. & BRAUN, E. (1997). The Gift of Dyslexia. Why Some of the Smartest People Can't Read
and How They Can Learn. A Perigee Book.
Dyslexia Difficulties Mind Map. (2013). Teaching resources homepage. Available online at:
https://www.tes.com/teaching-resource/dyslexia-difficulties-mind-map-6328548.
EIDE, B. L. & EIDE, F. F. (2011). The Dyslexic Advantage: Unlocking the Hidden Potential of the
Dyslexic Brain. New York: Penguin.

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e-textbook for foreign language teachers. Nitra: Constantine the Philosopher University. 128 p.
ISBN 978-80-558-0941-0

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