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“The Good Start Method for English” or how to support development, prevent and treat risk of dyslexia in children learning English as a second language

100%
Bogdanowicz K. M., Bogdanowicz M.
Polish Psychological Bulletin
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2016
|
vol. 47
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issue 3
265-269
EN
Children with developmental dyslexia and at its risk have difficulties in the acquisition of foreign languages, especially non-transparent English. The problems of such pupils concern various aspects of the language system but in particular relate to the ability to read and spell. The research literature dedicated to effective preventative methods and dyslexia treatment suggests that both children with dyslexia and at its risk need phonological awareness training and multi-sensory learning. It is also known that prevention and early treatment is more effective than therapeutic intervention used in older students. Experts in foreign language acquisition recommend that children have contact with longer oral texts and live language (e.g., poems and songs). A recently-published report on the methods of English language teaching in Polish primary schools shows that the lessons conducted there do not realise the majority of the aforementioned recommendations. As a consequence, they do not serve any pupils including those with dyslexia and at its risk. A method which meets most of the demands mentioned above is “The Good Start Method for English”. It is a new program of teaching the English language designed for five to seven-year-olds, which at the same time ensures support for the psychomotor development of children, leading to acceleration in learning progress.
2
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In search of effective remediation for students with developmental dyslexia – a review of contemporary English literature

81%
Bogdanowicz K. M., Krasowicz-Kupis G., Wiejak K.
Polish Psychological Bulletin
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2016
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vol. 47
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issue 3
270-280
EN
Although developmental dyslexia is frequently diagnosed in Poland, little knowledge of effective treatment for this disorder is available in Polish society. Remedial teachers for many years have applied traditional methods aimed at correction and compensation for affected cognitive functions and academic skills. Otherwise, although western therapies are regularly advertised in the media, their effectiveness has rarely been subject to scientific investigation. Since the assumptions underlying some approaches are not consistent with current understanding of cognitive function, they may attract negative expert appraisal. Unfortunately, it seems that fashion in dyslexia therapy is resistant to rare expressions of criticism from the scientific community. The purpose of this article is to promote awareness about effective treatment for specific reading disorders. Teachers’ greater understanding in this area should help Polish dyslexic children and their parents, who may be confused by offers of misguided therapy and sharp business practise. It is hoped that this article will clarify the situation. In this review of modern English journal articles, focus is on remedial teaching of reading, and more specifically, support for dyslexic students experiencing difficulties in decoding. Here we are concerned only with therapy in alphabetic languages in which individual speech sounds correspond to letters. Analysis of articles from the last six years leads to the conclusion that the most effective therapy for the reading disorder is training in phonological awareness and consolidation of letter-sound knowledge. However, these skills should be practised in the context of reading.
3

Ocena przydatności kwestionariusza Adult Reading History Questionnaire do diagnozy rodzinnego ryzyka dysleksji w Polsce

81%
Bogdanowicz K. M., Wiejak K., Krasowicz-Kupis G., Gawron N.
Edukacja
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2015
|
issue 1(132)
117–138
PL
Celem niniejszego artykułu jest przedstawienie prac nad polską adaptacją kwestionariusza Adult Reading History Questionnaire (ARHQ), autorstwa Dianne Lefly i Bruce’a F. Penningtona. Narzędzie to służy do diagnozy rodzinnego ryzyka dysleksji, ma charakter sformalizowanego wywiadu z rodzicem dziecka zagrożonego wystąpieniem specyficznego zaburzenia czytania i opanowania poprawnej pisowni. Pytania w nim zawarte dotyczą przede wszystkim funkcjonowania dorosłej osoby wypełniającej ankietę. Artykuł omawia badania pilotażowe, przeprowadzone wśród 313 rodziców grupy 214 dzieci. Celem opisanych analiz była ocena wybranych aspektów trafności i rzetelności polskiej adaptacji kwestionariusza ARHQ oraz przygotowanie jego ostatecznej wersji, która zostanie poddana normalizacji. Uzyskane dotychczas wyniki wskazują, że ARHQ-PL jest narzędziem o zadowalającej trafności, co potwierdzają korelacje z poziomem czytania, pisania oraz funkcji fonologicznych, ocenianych u dzieci badanych rodziców. Również rzetelność polskiej wersji kwestionariusza jest na dobrym poziomie. Rezultaty dotychczasowych badań wskazują, że adaptowany kwestionariusz może, po zakończeniu procedury normalizacyjnej, stać się użytecznym narzędziem do diagnozy rodzinnego ryzyka dysleksji w Polsce.
EN
This article presents the Polish adaptation of the Adult Reading History Questionnaire (ARHQ) created by Dianne Lefly and Bruce Pennington. ARHQ is used to identify risk of familial dyslexia, entailing formal interview of the parent of a child considered at risk for specific reading and spelling disorders. Its questions primarily address adult function. The article describes a pilot study conducted on 313 parents of 214 children. Analysis was performed to evaluate selected aspects of the validity and reliability of the Polish ARHQ adaptation, and to prepare the final version for normalisation. The results favourably demonstrated the validity of the ARHQ-PL tool. This was confirmed by correlation with the assessed reading, writing and phonological ability scores achieved by the children of parents tested. The reliability of the Polish version of the questionnaire was also good. The results so far indicate that the adapted questionnaire may, after normalisation, prove to be a useful tool for the diagnosis of familial risk of dyslexia in Poland.
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