 The acquisition of English as a foreign language among different levels of learners with dyslexiaSalim Abu Rabia and Abed Salfety The Journal of Educational Research, 2021, vol. 114, issue 4, 317-331 Abstract: The goal of the present study was to examine improvement in English as a foreign language (EFL) among different levels of readers with dyslexia, after an intervention program over a defined period. A total of 180 sixth-grade pupils from schools for learning disabilities in the Arab sector participated in the study, and 90 of the students who participated in an EFL intervention program had dyslexia. The students were divided into three levels of dyslexia in their Arabic mother tongue: severe, moderate, and light. Findings revealed the skills of the students in the intervention group to be better than those in the control group. The research findings also did not indicate any differences between the groups in the context of skills measured in terms of time, and it is from here that the higher-level skills of the students in the intervention group were reflected in aspects relating to ability (number of correct answers) and not necessarily to processing speed. Date: 2021 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:114:y:2021:i:4:p:317-331 Ordering information: This journal article can be ordered from DOI: 10.1080/00220671.2021.1933883 Access Statistics for this article The Journal of Educational Research is currently edited by Mary F. Heller More articles in The Journal of Educational Research from Taylor & Francis Journals |
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