Phonological Errors in English among Dyslexic Learners in Selected Primary Schools in Penang: Phoneme, Syllable and Word Levels.
Dyslexia is a learning difficulty primarily characterised by the deficit of phonological awareness which includes representing, storing and retrieving speech sounds. Past research has identified the influence of dyslexia in learning English as a second language (ESL). Presently in Malaysia, data tha...
| Publicado en: | Pertanika Journal of Social Sciences & Humanities Vol. 28; no. S2; pp. 157 - 176 |
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| Formato: | Artículo |
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Universiti Putra Malaysia
2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=143433818&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 143433818 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01287702 TKQ jtl: Pertanika Journal of Social Sciences & Humanities issn: 01287702 maglogo: N pubinfo: dt: 2020 vid: 28 iid: S2 pid: 20751 pub: Universiti Putra Malaysia artinfo: ui: 143433818 ppf: 157 ppct: 19 formats: fmt: @attributes: type: P size: 3.3MB tig: atl: Phonological Errors in English among Dyslexic Learners in Selected Primary Schools in Penang: Phoneme, Syllable and Word Levels. aug: au: Kamal, Ezleena Mustafa affil: School of Languages, Literacies and Translation, Universiti Sains Malaysia, 11800 USM Penang, Malaysia su: People with dyslexia English as a foreign language Phonological awareness Phoneme (Linguistics) Syllable (Grammar) Primary education sug: subj: People with dyslexia English as a foreign language Phonological awareness Phoneme (Linguistics) Syllable (Grammar) Primary education keyword: Dyslexia English as a second language (ESL) phoneme phonological deficit syllable ab: Dyslexia is a learning difficulty primarily characterised by the deficit of phonological awareness which includes representing, storing and retrieving speech sounds. Past research has identified the influence of dyslexia in learning English as a second language (ESL). Presently in Malaysia, data that link dyslexia and phonology in English as L2 is scarce. Thus, this study aimed to identify the phonological errors, specifically at the phoneme, syllable and word levels in English among dyslexic learners in selected primary schools in Penang. It also differentiated phonological errors made by dyslexic and non-dyslexic learners in the same context. This study adopted the phonological awareness assessment that consisted of tasks at different phonological levels. The sample included seven dyslexic learners aged ten, and seven non-dyslexic learners with matched age. Overall, the findings suggest that dyslexic learners made significantly more errors than non-dyslexic learners based on the average scores of each task, with the lowest average score of only 28% in the non-word reading task. The results also reveal that dyslexia posed substantial problems in English as L2 learning, as well as the need for structured language programmes for dyslexic learners. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Pertanika Journal of Social Sciences & Humanities is the property of Universiti Putra Malaysia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Pertanika Journal of Social Sciences & Humanities holder: Universiti Putra Malaysia dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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