College students with dyslexia: persistent linguistic deficits and foreign language learning

Area of Science:

• Neuroscience
• Educational Psychology
• Linguistics

Background:

• Students with dyslexia often face challenges in foreign language acquisition due to underlying phonological processing deficits.
• Previous research indicates difficulties in areas such as decoding, spelling, and phonological awareness, which are crucial for language learning.

Purpose of the Study:

• To compare the foreign language aptitude and phonological skills of college students with and without dyslexia.
• To evaluate the effectiveness of modified foreign language classes for students with learning disabilities.
• To determine if students with dyslexia can successfully meet foreign language requirements with appropriate accommodations.

Main Methods:

• Two studies were conducted: Study 1 compared college students with dyslexia in modified language classes to non-dyslexic students in regular classes on various language and cognitive measures.
• Study 2 compared students with learning disabilities in modified Latin classes to peers in regular Latin classes on academic performance.

Main Results:

• Students with dyslexia performed significantly poorer on foreign language aptitude, phonological tasks, reading, and spelling compared to their non-dyslexic peers.
• Despite persistent phonological deficits, students with learning disabilities in modified Latin classes showed no significant difference in academic performance or proficiency compared to those in regular classes.

Conclusions:

• Phonological processing deficits associated with dyslexia persist into adulthood.
• Modified foreign language instruction provides an effective pathway for students with dyslexia to acquire necessary skills and fulfill university language requirements.
• Educational accommodations are crucial for the academic success of students with dyslexia in higher education.