Språket och koderna: En studie av tre dyslektiska gymnasieelevers kännedom om engelskans fonologi, semantik och syntax.
Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
In this study, I have investigated phonological ability and writing skills in English among Swedish upper secondary school students aged 16 with (n=3) versus without (n=15) dyslexia. My analysis, which is based primarily on the Linguistic Coding Deficit Hypothesis put forward by Richard Sparks and Leonore Ganschow, encompassed an in-depth analysis of phoneme-grapheme errors when students were asked to write to dictation. For an understanding of the dyslectic students’ grasp of the phonological, syntactic and semantic codes of English, two sets of texts written by the students were analysed. On a phonological level, dyslexic impairments were most conspicuous when students were asked to write multi-syllable words or words containing silent letters. Errors tended to cluster at the end of words, symptomatic of the working memory deficits of the afflicted students. The writing tasks exhibited higher proportions of errors in all codes of the language, particularly in the task where students were asked to write a summary of a newspaper article. The code most affected by the students’ dyslexia was the semantic code. My conclusion is that students afflicted with dyslexia need better support if they are to develop the vocabulary and writing skills needed in order to become proficient in English.
Place, publisher, year, edition, pages
dyslexia, foreign language studies, English, phonology, semantics, syntax, writing, error analysis, orthographic depth, LCDH
IdentifiersURN: urn:nbn:se:umu:diva-68288OAI: oai:DiVA.org:umu-68288DiVA: diva2:616236
Subject / course
Postgraduate Diploma in Special Needs Training
Rosenberg, Maria, universitetslektor
Reichenberg, Monica, professor