A survey involving secondary students with dyslexia studying Latin or a modern foreign language
Research in the academic field of Latin and dyslexia is sparse, often outdated, and largely consists of teachers' informal observations, thus lacking empirical evidence. This mixed-methods study aims to address a gap in the literature, exploring the experiences of secondary students with dyslex...
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| Format: | Article |
| Language: | English |
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Cambridge University Press
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| Series: | The Journal of Classics Teaching |
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| Online Access: | https://www.cambridge.org/core/product/identifier/S2058631024000138/type/journal_article |
| _version_ | 1797293908335525888 |
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| author | Dora Burbank |
| author_facet | Dora Burbank |
| author_sort | Dora Burbank |
| collection | DOAJ |
| description | Research in the academic field of Latin and dyslexia is sparse, often outdated, and largely consists of teachers' informal observations, thus lacking empirical evidence. This mixed-methods study aims to address a gap in the literature, exploring the experiences of secondary students with dyslexia learning Latin, French, or Spanish while examining the relationships between dyslexia and examination results in those languages. After purposive sampling, semi-structured interviews with seven dyslexic students, aged 16 to 29, were conducted and 349 GCSE and IB grades, of which 51 were of dyslexic students, were collected from two secondary schools. Reflexive thematic analysis of the interviews revealed seven themes: accessibility, benefits, challenges and barriers, class size, methods and strategies, motivation, and strengths. The results of three chi-square tests showed no significant association for Latin or Spanish, but a significant association between dyslexia and examination results in French. Whereas positive learning experiences for students with dyslexia hinged on the appropriate teaching method and the perceived support rather than the language per se, higher exam achievements were also dependent on the level of orthographic transparency but not on the degree of orality of the language learnt. Future research in the field should explore the experiences and achievements of students at different educational stages and with different learning difficulties doing Latin. |
| first_indexed | 2024-03-07T21:22:34Z |
| format | Article |
| id | doaj.art-06b3ee04e7bf43449a251bcedaf116fb |
| institution | Directory Open Access Journal |
| issn | 2058-6310 |
| language | English |
| last_indexed | 2024-03-07T21:22:34Z |
| publisher | Cambridge University Press |
| record_format | Article |
| series | The Journal of Classics Teaching |
| spelling | doaj.art-06b3ee04e7bf43449a251bcedaf116fb2024-02-27T08:22:07ZengCambridge University PressThe Journal of Classics Teaching2058-63101710.1017/S2058631024000138A survey involving secondary students with dyslexia studying Latin or a modern foreign languageDora Burbank0University College London, Institute of Education, Psychology and Human Development, London, UKResearch in the academic field of Latin and dyslexia is sparse, often outdated, and largely consists of teachers' informal observations, thus lacking empirical evidence. This mixed-methods study aims to address a gap in the literature, exploring the experiences of secondary students with dyslexia learning Latin, French, or Spanish while examining the relationships between dyslexia and examination results in those languages. After purposive sampling, semi-structured interviews with seven dyslexic students, aged 16 to 29, were conducted and 349 GCSE and IB grades, of which 51 were of dyslexic students, were collected from two secondary schools. Reflexive thematic analysis of the interviews revealed seven themes: accessibility, benefits, challenges and barriers, class size, methods and strategies, motivation, and strengths. The results of three chi-square tests showed no significant association for Latin or Spanish, but a significant association between dyslexia and examination results in French. Whereas positive learning experiences for students with dyslexia hinged on the appropriate teaching method and the perceived support rather than the language per se, higher exam achievements were also dependent on the level of orthographic transparency but not on the degree of orality of the language learnt. Future research in the field should explore the experiences and achievements of students at different educational stages and with different learning difficulties doing Latin.https://www.cambridge.org/core/product/identifier/S2058631024000138/type/journal_articledyslexiaLatinforeign languagessecondary schoolspecial educational needs |
| spellingShingle | Dora Burbank A survey involving secondary students with dyslexia studying Latin or a modern foreign language The Journal of Classics Teaching dyslexia Latin foreign languages secondary school special educational needs |
| title | A survey involving secondary students with dyslexia studying Latin or a modern foreign language |
| title_full | A survey involving secondary students with dyslexia studying Latin or a modern foreign language |
| title_fullStr | A survey involving secondary students with dyslexia studying Latin or a modern foreign language |
| title_full_unstemmed | A survey involving secondary students with dyslexia studying Latin or a modern foreign language |
| title_short | A survey involving secondary students with dyslexia studying Latin or a modern foreign language |
| title_sort | survey involving secondary students with dyslexia studying latin or a modern foreign language |
| topic | dyslexia Latin foreign languages secondary school special educational needs |
| url | https://www.cambridge.org/core/product/identifier/S2058631024000138/type/journal_article |
| work_keys_str_mv | AT doraburbank asurveyinvolvingsecondarystudentswithdyslexiastudyinglatinoramodernforeignlanguage AT doraburbank surveyinvolvingsecondarystudentswithdyslexiastudyinglatinoramodernforeignlanguage |