Abstract

This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants included 124 sixth graders divided into an experimental and a control group, where each group was divided into dyslexic, poor and normal readers. The experimental group participated in an intervention program in English, constructed to the requirements of this research, in addition to the regular sixth-grade English curriculum. All participants were administered a battery of tests in English and Hebrew: phonology, morphology, syntax, semantics, orthography, decoding, word recognition, reading fluency, dictation, spelling and reading comprehension before and after the intervention program. More significant differences in most linguistic and meta-linguistic skills improvement in English and in Hebrew were found in the experimental group compared to the control group, with the most significant improvement exhibited by the dyslexic readers. The findings indicate the contribution of the intervention program in English for improving linguistic and meta-linguistic skills in both languages among all readers, and especially among dyslexic readers. Enlargement of the curriculum in English appears to expand their potential, and their improvement is better than that of the poor and normal readers.

摘要

这项研究调查了在一项干预计划之后，在同一教育框架中学习的阅读障碍者，贫困读者和普通读者之间的区别，涉及希伯来语作为第一语言（L1）和英语作为外语（FL）的各种语言和元语言技能专注于英语语言能力。参加者包括124名六年级学生，分为实验组和对照组，每组分为阅读障碍者，贫困读者和正常读者。除了常规的六年级英语课程外，实验小组还参加了根据本研究要求构建的英语干预计划。所有参加者都接受了一系列英语和希伯来语测试：语音，形态，语法，语义，拼字法，解码，单词识别，阅读流畅度，听写，干预计划前后的拼写和阅读理解。与对照组相比，实验组的英语和希伯来语在大多数语言和元语言技能的提高上有更显着的差异，阅读障碍的读者表现出最显着的提高。研究结果表明，英语干预计划对提高所有读者，特别是阅读障碍读者的两种语言的语言和元语言能力的贡献。扩大英语课程似乎可以扩大他们的潜力，而且与贫困和普通读者相比，英语的进步更好。与对照组相比，实验组的英语和希伯来语在大多数语言和元语言技能的提高上有更显着的差异，阅读障碍的读者表现出最显着的提高。研究结果表明，英语干预计划对提高所有读者，特别是阅读障碍读者的两种语言的语言和元语言能力的贡献。扩大英语课程似乎可以扩大他们的潜力，而且与贫困和普通读者相比，英语的进步更好。与对照组相比，实验组的英语和希伯来语在大多数语言和元语言技能的提高上有更显着的差异，阅读障碍的读者表现出最显着的提高。研究结果表明，英语干预计划对提高所有读者，特别是阅读障碍读者的两种语言的语言和元语言能力的贡献。扩大英语课程似乎可以扩大他们的潜力，而且与贫困和普通读者相比，英语的进步更好。研究结果表明，英语干预计划对提高所有读者，特别是阅读障碍读者的两种语言的语言和元语言能力的贡献。扩大英语课程似乎可以扩大他们的潜力，而且与贫困和普通读者相比，英语的进步更好。研究结果表明，英语干预计划对提高所有读者，特别是阅读障碍读者的两种语言的语言和元语言能力的贡献。扩大英语课程似乎可以扩大他们的潜力，而且与贫困和普通读者相比，英语的进步更好。