Abstract

The goal of the present study was to examine improvement in English as a foreign language (EFL) among different levels of readers with dyslexia, after an intervention program over a defined period. A total of 180 sixth-grade pupils from schools for learning disabilities in the Arab sector participated in the study, and 90 of the students who participated in an EFL intervention program had dyslexia. The students were divided into three levels of dyslexia in their Arabic mother tongue: severe, moderate, and light. Findings revealed the skills of the students in the intervention group to be better than those in the control group. The research findings also did not indicate any differences between the groups in the context of skills measured in terms of time, and it is from here that the higher-level skills of the students in the intervention group were reflected in aspects relating to ability (number of correct answers) and not necessarily to processing speed.

摘要

本研究的目的是检查在特定时期内进行干预计划后，不同水平的阅读障碍读者在英语作为外语 (EFL) 方面的改善情况。共有 180 名来自阿拉伯地区学习障碍学校的六年级学生参加了这项研究，参加 EFL 干预计划的学生中有 90 名患有阅读障碍。学生们用阿拉伯语母语将阅读障碍分为三个级别：重度、中度和轻度。结果显示，干预组学生的技能优于对照组。研究结果也没有表明在以时间衡量的技能背景下，各组之间有任何差异，