List of resources

Csizér, K., Kormos, J., & Sarkadi, Á. (2010) The dynamics of language learning attitudes and motivation : lessons from an interview study of dyslexic language learners. Modern Language Journal, 94, 470-487.
This article provides an account of the dynamics of language learning motivation in Hungarian students with dyslexia. It discusses the results of qualitative interviews conducted with dyslexic students  who studied foreign languages in a variety of educational settings.

Helland, T. and Kaasa, R. (2005) Dyslexia in English as a second language. Dyslexia 11, 41-60.
The article discusses the study focused on English as L2 in a group of Norwegian dyslexic 12 year olds, compared to an age and gender matched control group. The results show the differences among the studied groups in their L2 performance.

Kormos, J., & Smith, A. M. (2012). Teaching languages to learners with specific learning difficulties. Clevedon: Multilingual Matters. Chapter 4.
This chapter of the handbook discusses the processes involved in language learning as well as the language learning processes of students with SpLD.

Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Bristol: Multilingual Matters. Chapter 3.
This chapter of the monograph discusses the influence  of native language skills onto the process of learning the foreign language as well as research outcomes in that field.

Schneider, E.,& Crombie, M. (2003): Dyslexia and foreign language learning. London: David Fulton Publishers.
The book discusses difficulties that dyslexic learners experience while learning foreign languages and also present teaching and assessment strategies for students with specific language processing difficulties.

Sparks, R.L. and Ganschow, L. (1991) Foreign language learning differences: Affective or native language aptitude differences?  Modern Language Journal 75, 3-16.
This article discusses affective factors that influence the process of foreign language learning among learners with specific language learning differences.

Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP         © 2012 DysTEFL – Project Coordinator: University of Lodz
Grant agreement number: 2011-3631/001-001

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.