Main description:

This volume draws together current research on dyslexia and literacy in multilingual settings across disciplines and methodologies. The contributors, all internationally recognised in the field, address developmental and acquired literacy difficulties and dyslexia in a range of language contexts including EAL/EFL. The book uses theories and analytical frameworks of a critical nature to reveal prejudicial social practices, and suggests future research directions towards a critical re-consideration of current understandings of dyslexia in multilingual settings, with a view to foregrounding the potential for interdisciplinarity. The book also suggests ways forward for evidence-informed practice, and it will be a valuable resource for researchers, practitioners and students alike.

Contents:

Introduction: Deirdre Martin: Researching Dyslexia in Multilingual Settings: Diverse Perspectives

Chapter 1. John Everatt, Gavin Reid and Gad Elbeheri: Assessment Approaches for Multilingual Learners with Dyslexia

Chapter 2. Richard L. Sparks: Individual Differences in Foreign (Second) Learning: A Cognitive Approach

Chapter 3. Carol Goldfus: Cognitive Intervention to Enhance Foreign Language Reading Comprehension in Adolescents with Dyslexia Difficulties

Chapter 4. Judit Kormos: Assessing Research on Dyslexic Language Learners in EFL Contexts

Chapter 5. Brendan Stuart Weekes, I-Fan Su, Carol To and Anastasia Ulicheva: Acquired Dyslexia in Bilingual Speakers: Implications for Models of Oral Reading

Chapter 6. Maria Rontou: Implementation of National Policy on Dyslexia in EFL Provision

Chapter 7. Jean Conteh: Multilingual Literacies in Mainstream Classroom Contexts

Chapter 8. Bobbie Kabuto: Becoming Biliterate within the Crossroads of Home and School: Insights Gained from Taking Multiple Theoretical Stances