Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students: Explicit teaching of phonology in a second language |
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Authors: | Richard L. Sparks Leonore Ganschow Silvia Kenneweg Karen Miller |
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Affiliation: | (1) College of Mt. St. Joseph, Cincinnati, Ohio;(2) Miami University, Oxford, Ohio;(3) Hathaway Brown School, Shaker Heights, Ohio;(4) St. Paul’s School for Girls, Brooklandville, Maryland |
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Abstract: | Recent research findings suggest that students who have difficulty learning a second language have weaknesses in oral and written native-language skills which affect their performance in the foreign-language classroom. These weaknesses involve understanding the phonological, syntactic, and semantic codes of language. Evidence suggests that dyslexic/learning-disabled and other “at risk” students who struggle in the second language classroom exhibit particular difficulty with the phonological and syntactic codes of the language. The Orton-Gillingham method, a multisensory, structured language approach which adheres to the direct and explicit teaching of phonology, is presented as an alternative to the “natural” communication approaches recently developed by foreign-language educators to teach a second language. A method for adapting this approach for teaching Spanish is described. |
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