Affiliation:
1. Universidad del Pais Vasco, Spain
Abstract
The statistics of services and organizations, the testimonies of teachers from their daily life at school, as well as the growing number of books, bachelor's, master's, and doctoral dissertations, prove that in modern reality, the monolingual class is more the exception. This new situation, of course, has led to efforts to understand and accept the phenomenon of bilingualism, as well as to explore support programs aimed at building the identity and academic progress of these students. However, although a wealth of research has been conducted internationally on the nature and challenges of bilingualism in typical students, there is a large research gap regarding the difficulties experienced by dyslexic bilingual students. This study, which tries to uncover the challenges experienced by multilingual dyslexic children, was fueled by a dearth of research, as well as the coexistence of bilingualism and dyslexia, and designs suitable school policies.
Reference57 articles.
1. A comparison of three-factor structure models using WISC-III in Greek children with learning disabilities
2. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders. American Psychiatric Publishing.
3. Artiles, A. J., & Trent, S. C. (2000). Representation of culturally / linguistically diverse students. In CR Reynolds, KJ Vannest & E Fletcher- Janzen (Eds.), Encyclopedia of Special Education: A reference for the Education of children, Adolescents, Adults and other Exceptional Indivinduals 2nd Edition (pp. 513 – 517). Wiley.
4. Learning disabilities empirical research on ethnic minority students: An analysis of 22 years of studies published in selected refereed journals.;A. J.Artiles;Learning Disabilities Research & Practice,1997
5. The role of decoding in learning to read. American Educaton;I.Beck;The Semantic Primacy Principle in Motherese,1995