Taking L3 learning by the horns: benefits of computer-mediated intervention for dyslexic school children

References

• Arnold, J. 2001. “Attention to Affect in Language Learning.” Anglistik. International Journal of English Studies 22 (1): 7–10.
   Google Scholar
• Baumann, X. 2012. “Neue Wege zu Phonologischer Bewusstheit mit Lesikus Englisch [New Ways to Promote Lexical Awareness with Lesikus English].” In Tagungsband Dyslexie und Dyskalkulie [Proceedings Dyslexia and Dyscalculia], 41–45. Zürich: Verband Dyslexie Schweiz.
   Google Scholar
• Baumann, X., and C. Scherling. 2011. Lesikus Englisch Teil A/B. Richtig Lesen Sprechen Schreiben [Lesikus English Text A/B. Proper Reading Speaking Writing]. Salzburg: Eigenverlag Claudia Scherling.
   Google Scholar
• Berthele, R. 2010. “Dialekt als Problem oder Potenzial. Überlegungen zur Hochdeutschoffensive in der deutschen Schweiz aus Sicht der Mehrsprachigkeitsforschung [Dialect: Problem or Potential? Reflections on the Standard German Debate in German-speaking Switzerland from the Perspective of Multilingualism Research].” In Sprachen Lernen – Durch Sprache Lernen [Learning Languages – Learning Through Languages], edited by F. Bitter Bättig and A. Tanner, 37–52. Zürich: Seismo.
   Google Scholar
• Csizér, K., and Z. Dörnyei. 2005. “Language Learners' Motivational Profiles and their Motivated Learning Behaviour.” Language Learning 55 (4): 613–659. doi:10.1111/j.0023-8333.2005.00319.x.
   Web of Science ®Google Scholar
• Dam, L. 2011. “Developing Learner Autonomy with School kids: Principles, Practices, Results.” In Fostering Autonomy in Language Learning, edited by D. Gardner, 40–51. Gaziantep: Zirve University.
   Google Scholar
• Deci, E. L., and M. Ryan. 2012. “Self-determination Theory.” In Handbook of Theories of Social Psychology: Vol. 1, edited by P. A. M. Van Lange, A. W. Kruglanski, and E. T. Higgins, 416–437. Thousand Oaks, CA: Sage.
   Google Scholar
• Dewaele, J.-M. 2011. “Reflections on the Emotional and Psychological Aspects of Foreign Language Learning and Use.” Anglistik. International Journal of English Studies 22 (1): 23–42.
   Google Scholar
• Dörnyei, Z. 1994. “Motivation and Motivating in the Foreign Language Classroom.” Language Learning 40: 46–78. http://www.jstor.org/stable/330107.
   Google Scholar
• Dörnyei, Z. 2001. Teaching and Researching Motivation. Harlow: Longman.
   Google Scholar
• Dörnyei, Z. 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Dörnyei, Z. 2009. The Psychology of Second Language Acquisition. Oxford: Oxford University Press.
   Google Scholar
• Edwards, J. 1994. The Scars of Dyslexia: Eight Case Studies in Emotional Reactions. London: Cassel.
   Google Scholar
• Ganschow, L., E. Schneider, and T. Evers. 2000. “Difficulties of English as a Foreign Language (EFL) for Students with Language-Learning Disabilities (Dyslexia).” In Multilingualism, Literacy and Dyslexia. A Challenge for Educators, edited by L. Peer and G. Reid, 182–191. London: David Fulton.
   Google Scholar
• Ganschow, L., and R. Sparks. 1986. “Learning Disabilities and Foreign Language Difficulties: Deficits in Listening Skills?” Journal of Reading, Writing, and Learning Disabilities International 2: 306–319. doi:10.1080/0748763860020409.
   Google Scholar
• Ganschow, L., and R. Sparks. 1995. “Effects of Direct Instruction in Spanish Phonology on the Native-language Skills and Foreign-language Aptitude of Atrisk Foreign Language Learners.” Journal of Learning Disabilities 28 (2): 107–120. doi:10.1177/002221949502800205.
   PubMed Web of Science ®Google Scholar
• Ganschow, L., and R. Sparks. 2000. “Reflections on Foreign Language Study for Students with Foreign Language Learning Problems: Research, Issues, and Challenges.” Dyslexia 6: 87–100. doi:10.1002/(SICI)1099-0909(200004/06)6:2<87::AID-DYS153>3.0.CO;2-H.
   PubMedGoogle Scholar
• Ganschow, L., R. Sparks, and J. Javorsky. 1998. “Foreign Language Learning Difficulties: A Historical Perspective.” Journal of Learning Disabilities 31 (3): 248–258. doi:10.1177/002221949803100304.
   PubMed Web of Science ®Google Scholar
• Gardner, R. C. 1985. Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
   Google Scholar
• Gardner, R. C. 2001. “Integrative Motivation and Second Language Acquisition.” Motivation and Second Language Acquisition 23: 1–20. doi:10.1017/S0272263101001012.
   Google Scholar
• Given, B. K., and G. Reid. 1999. Learning Styles: A Guide for Teachers and Parents. St Annes on Sea: Red Rose.
   Google Scholar
• Gu, Y., and R. K. Johnson. 1996. “Vocabulary Learning Strategies and Language Learning Outcomes.” Language Learning 46 (4): 643–679. doi:10.1111/j.14671770.1996.tb01355.x.
   Web of Science ®Google Scholar
• Helland, T., and R. Kaasa. 2005. “Dyslexia in English as a Second Language.” Dyslexia 11: 41–60. doi:10.1002/dys.286.
   PubMed Web of Science ®Google Scholar
• Hurd, S., T. Beaven, and A. Ortega. 2001. “Developing Autonomy in a Distance Learning Context: Issues and Dilemmas for Course Writers.” System 29 (3): 341–355. doi:10.1016/S0346-251X(01)00024-0.
   Google Scholar
• Hurks, P. P. M., D. Schrans, C. Meijs, R. Wassenberg, F. J. M. Feron, and J. Jolles. 2010. “Developmental Changes in Semantic Verbal Fluency: Analyses of Word Productivity as a Function of Time, Clustering, and Switching.” Child Neuropsychology 16 (4): 366–387. doi:10.1080/09297041003671184.
   PubMed Web of Science ®Google Scholar
• Koren, R., O. Kofman, and A. Berger. 2005. “Analysis of Word Clustering in Verbal Fluency of School-aged Children.” Archives of Clinical Neuropsychology 20 (8): 1087–1104. doi:10.1016/j.acn.2005.06.012.
   PubMed Web of Science ®Google Scholar
• Kormos, J., Á. Sarkadi, and K. Csizér. 2009. “The Language Learning Experiences of Students with Dyslexia: Lessons from an Interview Study.” Innovation in Language Learning and Teaching 3 (2): 115–130. doi:10.1080/17501220802638306.
   Google Scholar
• Kormos, J., and E. H. Kontra. 2008. “Hungarian Teachers' Perceptions of Dyslexic Language Learners.” In Language Learners with Special Needs: An International Perspective, edited by J. Kormos and E. H. Kontra, 189–213. Clevedon: Multilingual Matters.
   Google Scholar
• Kormos, J., and K. Csizér. 2008. “Age-related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves and Motivated Learning Behaviour.” Language Learning 58 (2): 327–355. doi:10.1111/j.1467-9922.2008.00443.x.
   Web of Science ®Google Scholar
• Landerl, K., H. Wimmer, and U. Frith. 1997. “The Impact of Orthographic Consistency on Dyslexia: A German-English Comparison.” Cognition 63: 315–334. doi:10.1016/S0010-0277(97)00005-X.
   PubMed Web of Science ®Google Scholar
• Landerl, K., U. Frith, and H. Wimmer. 1996. “Intrusion of Orthographic Knowledge on Phoneme Awareness: Strong in Normal Readers, Weak in Dyslexic Readers.” Applied Psycholinguistics 17: 1–14. http://www.icn.ucl.ac.uk/dev_group/ufrith/documents/Landerl,%20Frith%20an%20Wimmer%20,%20Intrusion%20of%20orthographic%20knowledge%20o%20phoneme%20awareness%20copy.pdf.
   Web of Science ®Google Scholar
• Lüdi, G. 2007. “Sprachverhalten, Sprachpolitik, Diskurs über Sprache: Staatlichkeit in Europa zwischen dem einsprachigen Nationalstaat und dem mehrsprachigen Vielvölkerstaat [Linguistic Behavior, Language Policies and Public Discourse about Language: Statehood in Europe between the Monolingual Nation State and the Multilingual Multiethnic State].” In Sprache und nationale Identität in öffentlichen Institutionen der Kafka-Zeit [English and National Identity in Public Institutions in Kafka's Time], edited by M. Nekula, 13–30. Köln: Böhlau-Verlag.
   Google Scholar
• Maclntyre, P., and R. C. Gardner. 1989. “Anxiety and Second Language Learning: Toward a Theoretical Classification.” Language Learning 39: 251–275. doi:10.1111/j.1467-1770.1989.tb00423.x.
   Web of Science ®Google Scholar
• McKeachie, W. J. 2000. “Foreword.” In Handbook of Self-regulation, edited by M. Boekaerts, P. R. Pintrich, and M. Zeidner, xxi–xxiii. San Diego, CA: Elsevier Academic Press.
   Google Scholar
• Mihaljevic Djigunovic, J. 2009. “Impact of Learning Conditions on Young FL Learners' Motivation.” In Early Learning of Modern Foreign Languages Processes and Outcomes, edited by M. Nikolov, 75–89. Clevedon: Multilingual Matters.
   Google Scholar
• Miller, S., and M. Bussman Gillis. 2000. “The Language Puzzle: Connecting the Study of Linguistics with a Multisensory Language Instructional Programme in Foreign Language Learning.” In Multilingualism, Literacy and Dyslexia. A Challenge for Educators, edited by L. Peer and G. Reid, 218–228. London: David Fulton.
   Google Scholar
• Moyer, A. 2004. Age, Accent and Experience in Second Language Acquisition. Clevedon: Multilingual Matters.
   Google Scholar
• Nijakowska, J. 2008. “An Experiment with Direct Multisensory Instruction in Teaching Word Reading and Spelling to Polish Dyslexic Learners of English.” In Language Learners with Special Needs: An International Perspective, edited by J. Kormos and E. H. Kontra, 130–157. Clevedon: Multilingual Matters.
   Google Scholar
• Nijakowska, J. 2010. Dyslexia in the Foreign Language Classroom. Clevedon: Multilingual Matters.
   Google Scholar
• Nikolov, M. 1999. “‘Why Do You Learn English?’ ‘Because the Teacher Is Short.’ A Study of Hungarian Children's Foreign Language Motivation.” Language Teaching Research 3: 33–56. doi:10.1177/136216889900300103.
   Google Scholar
• Oxford, R. L. 1990. “Styles, Strategies, and Aptitude: Connections for Language Learning.” In Language Aptitude Reconsidered, edited by T. Parry and C. Stansfield, 67–125. Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Oxford, R. L. 2003. Language Learning Styles and Strategies: An Overview. http://web.ntpu.edu.tw/~language/workshop/read2.pdf.
   Google Scholar
• Petermann, F., and U. Petermann. 2010. HAWIK-IV. Hamburg-Wechsler Intelligenztest für Kinder – IV [Wechsler Intelligence Scale for Children (WISC-IV)]. Bern: Huber.
   Google Scholar
• Pfenninger, S. Submitted. “MSL in the Digital Age: Effects and Effectiveness of Computer-mediated Intervention for FL Learners with Dyslexia.”
   Google Scholar
• Pintrich, P. R. 2000. “The Role of Goal Orientation in Self-regulated Learning.” In Handbook of Self-regulation, edited by M. Boekaerts, P. R. Pintrich, and M. Zeidner, 451–502. San Diego, CA: Elsevier Academic Press.
   Google Scholar
• Reid, G. 1998. Dyslexia. A Practitioner’s Handbook. Chichester: Wiley.
   Google Scholar
• Schneider, E. 1999. Multisensory Structured Metacognitive Instruction. An Approach to Teaching a Foreign Language to At-risk Students. Frankfurt am Main: Peter Lang.
   Google Scholar
• Schneider, E. 2009. “Dyslexia and Foreign Language Learning.” In The Routledge Companion to Dyslexia, edited by G. Reid, 297–310. London: Routledge.
   Google Scholar
• Scully, M. 2000. “Using the Internet as a Multimedia Method of Teaching a Modern Foreign Language to People with Dyslexia.” In Multilingualism, Literacy, and Dyslexia, edited by L. Peer and G. Reid, 257–263. London: David Fulton.
   Google Scholar
• Sparks, R., and L. Ganschow. 1992. “Foreign Language Learning Difficulties: Affective or Native Language Aptitude Differences?” Modern Language Journal 75: 3–16. doi:10.1111/j.1540-4781.1991.tb01076.x.
   Web of Science ®Google Scholar
• Sparks, R., and L. Ganschow. 1999. “Native Language Skills, Foreign Language Aptitude, and Anxiety about Foreign Language Learning.” In Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating a Low Anxiety Classroom Atmosphere, edited by D. J. Young, 169–190. New York: McGraw-Hill.
   Google Scholar
• Sparks, R., L. Ganschow, and J. Javorsky. 1993. “Perceptions of High- and Low-risk Students and Students with Learning Disabilities about High-school Foreign Language Courses.” Foreign Language Annals 26: 491–510. doi:10.1111/j.1944-9720.1993.tb01183.x.
   Web of Science ®Google Scholar
• Sparks, R., L. Ganschow, and J. Patton. 2008. “L1 and L2 Literacy, Aptitude and Affective Variables as Discriminators among High- and Low-achieving L2 Learners with Special Needs.” In Language Learners with Special Needs, edited by J. Kormos and E. H. Kontra, 11–35. Clevedon: Multilingual Matters.
   Google Scholar
• Sparks, R., N. Humbach, and J. Javorsky. 2008. “Individual and Longitudinal Differences among High- and Low-achieving, LD and ADHD L2 Learners.” Learning and Individual Differences 8: 29–43. doi:10.1016/j.lindif.2007.07.003.
   Google Scholar
• Torgesen, J. K., R. K. Wagner, and C. A. Rashotte. 2012. Test of Word Reading Efficiency (TOWRE-2). 2nd ed. Austin, TX: Pro-Ed.
   Google Scholar
• Vellutino, F. R., J. M. Fletcher, M. J. Snowling, and D. M Scanlon. 2004. “Specific Reading Disability (Dyslexia): What Have We Learned in the Past Four Decades?” Journal of Child Psychology and Psychiatry 45 (1): 2–40. doi:10.1046/j.0021-9630.2003.00305.x.
   PubMed Web of Science ®Google Scholar
• Williams, M., R. Burden, and U. Lanvers. 2002. “‘ French is the Language of Love and Stuff’: Student Perceptions of Issues Related to Motivation in Learning a Foreign Language.” British Educational Research Journal 28 (4): 503–528. doi:10.1080/0141192022000005805.
   Web of Science ®Google Scholar
• Zimmerman, B. J. 2000. “Attaining Self-regulation. A Social Cognitive Perspective.” In Handbook of Self-regulation, edited by M. Boekaerts, P. R. Pintrich, and M. Zeidner, 13–39. San Diego, CA: Elsevier Academic Press.
   Google Scholar