Search results

1

Nowoczesne technologie a uczniowie z dysleksją – możliwości i zagrożenia

100%

PAWLUK-SKRZYPEK A., BŁASZCZAK I.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2018

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issue 23

235-247

EN

Agnieszka Pawluk-Skrzypek, Iwona Błaszczak, Nowoczesne technologie a uczniowie z dysleksją – możliwości i zagrożenia [Modern technologies and students with dyslexia – opportunities and threats]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 23, Poznań 2018. Pp. 235-247. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.23.14 The article focuses on the issue of the possibility of using modern technologies in the education and pedagogical therapy of students with developmental dyslexia. The article draws attention to the difficulties experienced by students with developmental dyslexia in contact with modern technologies due to the specificity of their functioning, which consists in the fact that their problems “do not manifest themselves only within the letter system, but apply to all character systems (symbols), which exist to denote (naming, ordering) the existing reality. This also applies to codes that regulate the use of certain symbols, in other words – dyslexia causes difficulties with the use of symbols and the abstraction and application of rules for the use of these symbols. Both letters and numbers, notes, Morse code, numeric time stamping, etc”.

2

Interest in Reading as Facilitating Factor in Acquiring Reading Skills

92%

Tūbele S.

Ad verba liberorum

|

2010

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vol. 2

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issue 1

11-20

EN

The article deals with the problem of evoking interest in reading and its connection with successful acquiring of reading skills. Several theoretical concepts of neuropsychology and speech therapy have been analysed with an emphasis on difficulties regarding the process of learning to read in cases of dyslexia and/or reading disorders.The aim of the study is to give an overview of the interconnection between interest in reading and successful acquiring of reading skills in order to carry out an empirical research with the help of various methods and principles that foster interest to reading. Materials and methods include an analysis of theoretical literature.The written word helps children to develop their language considerably. Alarming results of the evaluation of student performance according to international surveys make one conclude that the reading literacy indicators leave much to be desired. An analysis of scientific research carried out in different countries shows close connection between children's interest (including reading interest) and their emotional participation in the learning process, specifically, in learning to read: interest increases the efficiency of the process. The latest discoveries in the field of neuropsychology allow to conclude that interest and interactive action can be encouraged and supported if the zones of the person's cortex are not damaged. It should be taken into account when carrying out an empirical research in which children's interest in reading is stimulated by the use of various methods and techniques. Conclusions of neuropsychologic studies are also of utmost importance when analysing the connection between interest in reading and the quality indicators (reading accuracy, speed and comprehension).Interest in reading is a significant component of acquiring reading skills. Children's active participation in the learning process is a vital factor that encourages their general development. Interest forms the basis for children's wish to learn and read. Interest in reading will develop if teachers and parents initiate purposeful and well-considered activities.On the basis of information provided by psychological, neuropsychological and speech therapy studies peculiarities and needs of children's individual development must be taken into consideration.

3

Trudności w uczeniu się – model diagnozowania dysleksji rozwojowej

92%

Szkolak-Stępień A.

Studia Edukacyjne

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2018

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issue 49

215-229

EN

The article by Anna Szkolak-Stępień concerns specificdifficultiesin learning reading and writing. The choice of the topic results from the changes in the Polish educational reality at the time of social, political and cultural transformation. The article presents the complexity of the educational environment of the modern child and the functioning of Polish schools in the reform period. Modern times impose on the teacher increasingly complex tasks, requiring new professional competences, which will include new types of teaching methods, methodological considerations and a new quality of professional performance.

4

Neurobiologiczne przyczyny dysleksji

92%

Józefacka-Szram N.

Człowiek - Niepełnosprawność - Społeczeństwo

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2013

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issue 4(22)

197-206

PL

Zainteresowanie zjawiskiem dysleksji wciąż rośnie. Niejednorodność metod diagnostycznych sprawia, że dzieci mające tą samą diagnozę różnią się od siebie pod względem funkcjonowania poznawczego. Wprowadzane nowe formy badań mózgu dają nadzieję na zrozumienie etiologii dysleksji. W niniejszym artykule przybliżono przegląd najczęściej cytowanych i najmniej kontrowersyjnych hipotez dotyczących powstania dysleksji, w nurcie neurobiologicznym. Zaprezentowane koncepcje dobrze opisują pewien wycinek tego zaburzenia, aczkolwiek żadna z nich nie obejmuje go całościowo, gdyż zwraca uwagę na inny aspekt: wzrokowy, słuchowy, przetwarzanie w czasie czy automatyzację. Ciekawy jest fakt, że wszystkie te koncepcje znalazły odzwierciedlenie w badaniach neuroobrazowych.

EN

There is a growing interest in the phenomenon of dyslexia. Due to the heterogeneity of assessment methods, children with the same diagnosis differ in their cognitive functioning. The new forms of brain examinations that are being introduced raise hopes that the etiology of dyslexia will be understood. This article reviews the most frequently quoted and least controversial hypotheses about the causes of dyslexia in neuroscience. Although the concepts presented in the article accurately describe a certain fragment of this disorder, none of them encompasses the whole of it as they each focus on a different aspect: the visual aspect, the auditory aspect, processing speed, and automaticity. It is interesting that all these concepts have been reflected in neuroimaging.

5

Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

92%

Nijakowska J., Tsagari D., Spanoudis G.

Studies in Second Language Learning and Teaching

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2020

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vol. 10

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issue 4

779-805

EN

The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dyslexics) scale measuring the beliefs of 546 pre-service and in-service teachers of English as a foreign language (EFL) across three countries (Cyprus, Greece, and Poland) on their preparedness to include learners with dyslexia in mainstream foreign language (FL) classes. Principal component analysis of the scale led to a two-factor structure, that is, knowledge and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners, and stance towards inclusion. The analysis of measurement invariance confirmed the generalizability of the TEPID across all subgroups and allowed valid comparisons between factor variances and covariances. The scale is a useful tool for investigating perceived teacher preparedness to include dyslexic learners and variables that influence TEPID, comparing the results across countries, and designing tailored pre-service and in-service training schemes on inclusion.

6

Rýchle automatické menovanie ako prekurzor čitateľských schopností a diagnostický marker dyslexie

92%

Zubáková M., Kevická V., Cséfalvay Z.

Československá psychologie (Czechoslovak Psychology)

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2023

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vol. 67

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issue 6

423-439

EN

The aim of this review study is to present rapid automatized naming (RAN) as a linguistic-cognitive precursor of reading skills and a diagnostic marker of dyslexia. The paper focuses on the terminological definition of RAN, its historical development, and clarification of the neuro-correlates behind reading and RAN in normal and pathological conditions. Special attention is paid to eye movements during RAN in individuals with dyslexia. RAN’s position in the double deficit hypothesis (Wolf & Bowers, 1999) is explained and based on domestic and foreign research, its relationship to other precursors of literacy skills, as well as to reading fluency itself is clarified. Furthermore, its place in the assessment of the child’s readiness for school is defined, as well as in the diagnostic process in the assessment of reading skills when a developmental learning disorder (dyslexia) is suspected. In the end, the possibilities for effective stimulation of RAN and its diagnostic and therapeutic use in clinical practice are discussed.

7

Note Dyslexia

92%

Swierkoszová J.

The New Educational Review

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2006

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vol. 8

177-182

EN

The article tells a story of a student who although a proficient violinist did not become a professional musician. Is there a possibility to speak about another specific learning difficulty – note dyslexia? The notion that individual stories can help us understand the extraordinary situation of an individual nowadays as well as in the past is given by a brief reference to a situation 100 years ago.

8

Dorośli z dysleksją w szkole wyższej

92%

Foryś M.

Rocznik Andragogiczny

|

2008

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vol. R. 2008

104-115

EN

Dyslexia manifests itself as an imbalance of skills whereby the dyslexic is unable to commit paper ideas and information which are commensurate with their intellectual ability as evidenced by spoken understanding or demonstration. Research shows that the dyslexic students in this study were all self – referred volunteers and presented with a classic picture of specific reading difficulties accompanied by spelling problems. Although on the basis of non - verbal ability (WAIS-R block design) they were generally of above average intelligence, their reading and spelling skills were significantly below average. The dyslexic students had more difficulty, reading non-words than controls but non-word spelling was at a similar level. It is important to note that the reading comprehension diffculties of dyslexic participants may not be apparent when they are tackling shorter texts. Longer passages will require the information that is necessary for the formation of integrative inferences to be held for longer in working memory. It was concluded that dyslexic students needs special tactics for teaching. Dyslexic students with strong visual/weak auditory processing skills. The degree of success which they experince is dependent on accurate assessment of their reading bahaviours and instructional strategies tailored to their reading characteristics. Student with certification or without certification, if it will manage claims of preliminary examinations and direction of study has been accepted on chosen by, it is subordinated in problem situation from good will leading, about respecting certification. Situation of dyslexic student in Poland is not comfortable, does not have legal regulations in this range. No legal acts stand behind it neither first of all, about mechanisms sufficing (enough) consciousness teacher academic and at adult persons appearance (signs) taking a stand dyslexic student. Thw article presents screening test of Michael Vinegrad for dyslexic students and adults (Adults Dyslexia Organisation) which are one of the suggestion of method diagnosis.

9

Testing and Diagnosing Dyslexia in Adolescents – Focused on Phonemic Awareness

81%

Žovinec E., Duchovičová J., Sender B.

Journal of Education Culture and Society

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2023

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vol. 14

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issue 1

335-351

EN

Aim. Phonetic deficits are one of the core language-cognitive symptoms at cognitive level aetiology of dyslexia in variety languages and orthographies. The presented study examines possibilities of diagnosis of phonological deficits in the Slovak language (similar to Czech and Polish grapheme-phoneme rules) in students at upper secondary schools. The comparison of 237 non-dyslectics and 149 dyslectics in upper secondary schools brings new stimulus for diagnostic procedures at counselling centres. Methods. Four phonemic awareness tests for upper secondary school students (aged 15-20 years) were developed. The testing tasks included tasks on phoneme analysis/segmenting in words and non-words (10), phoneme synthesis/blending in words and non-words (10), phoneme transposition in words and non-words (8), and phoneme elision in non-words (8). Results. Dyslectics achieved a lower average score in phonemic awareness tests than non-dyslectics. First and second year students (aged 15-17 years) achieved similar average scores, but third and fourth year students (aged 17-20 years) achieved lower results. The t-statistic for the phonological analysis tests was 2.827 with df 56.259 and a p-value of 0.007, indicating a significant difference between the groups under study. The t-statistic for the phonological synthesis tests was -2.568 with df 284 and a p-value of 0.011, also indicating a significant difference between the groups. The t-statistics for the phonological transposition and elision tests indicate that there is no significant difference between the dyslexic and non-dyslexic group. Conclusion. The study brought several inspirations for the tasks and tests that can be used in the diagnosis and re-diagnosis of dyslexia, specifically for adolescents.

10

Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa

81%

Zindoga L., JO Aloka P.

Academicus. International Scientific Journal

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2024

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vol. 15

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issue 29

157-173

EN

This study examined the effectiveness of the mnemonic instruction in enhancing reading abilities among grade three learners with dyslexia in two public primary schools in Mpumalanga, South Africa. The Skinner’s reinforcement and the Information Processing theories were employed. A quasi-experimental design with one control group and one experimental group was used. Two schools, one was an intervention and was control one. A sample size of 43 learners was obtained in the two selected schools using purposive sampling technique. 23 parents (from the intervention school) participated in the questionnaires. The tools used were the Bangor Dyslexia Test, pre- and post- tests, and a reading comprehension test. The results revealed that there was a statically significant difference between pre-test and post-test scores for the experimental group, t (22) = -10.753; p <.001, suggesting that mnemonic instruction is highly effective in enhancing reading abilities among primary school learners with dyslexia. The study recommends that the Department of Basic Education should revise the policy that reading is tested from grade one, instead of from grade three, that those who are not able to read do not proceed until and unless they are able to read, and to train teachers on how to use various approaches to enhance reading abilities, including mnemonic techniques.

11

A blind student with dyslexia - An overview of the problem

81%

Gindrich P. A.

Szkoła Specjalna

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2019

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vol. LXXX(3)

165-174

EN

The basic purpose of this paper is to present selected theoretical and empirical facts concerning dyslexia, taking into account specific reading and spelling disorders experienced by the sighted and the blind who normally use a tactile writing system (braille) to read and write. The article’s content is focused on such key issues as: the terminology (a review of definitions), the symptomatology and etiology of dyslexia. In the light of the collected qualitative data and empirical research findings, dyslexia is likely to occur in blind braille-reading and braille-writing students. The symptoms of dyslexia may be observable in both contracted and uncontracted braille. They may be linked to the phonological processing deficits. The causes of dyslexia in the blind population can be explained in line with the genetic conception and the magnocellular theory by Stein and colleagues. However, it is necessary to design more complex studies on braille dyslexia in the future.

12

Dyslexia versus visual difficulties in reading and writing. A comment in discussion

81%

Boksa E., Cuprych R.

Szkoła Specjalna

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2019

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vol. LXXX(4)

256-267

EN

Due to the fact that it is frequently difficult to identify their etiological origins, reading and writing difficulties have inconsistent terminology in the literature. This article is a review and attempts to initiate a discussion about visual dyslexia. The authors pose the question whether - in the context of new neuroimaging methods and the neurosciences broadly defined - there exist reading and writing difficulties that stem from impaired functioning of the visual system and whether they can be assigned to developmental dyslexia. If it is assumed that developmental dyslexia is linguistic in nature, these are phonological deficits that come to the fore in children entering the world of reading. These phonological processing deficits impair word decoding (word identification), making word recognition impossible, thus preventing access to higher-order linguistic processes, that is comprehending meaning from texts or building one’s own narratives.

13

MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia

81%

Pfenninger S. E.

Studies in Second Language Learning and Teaching

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2015

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vol. 5

|

issue 1

109-133

EN

The longitudinal intervention study reported here is the first to investigate the efficiency of computer learning software specifically designed for dyslexic Swiss German learners of Standard German as a second language (L2) and English as a third language (L3). A total of 40 subjects (20 of them dyslexics and 20 of them nondyslexics; 10 students from each group participated in in- terventions and the other 10 from each group served as control groups) were assessed with a battery of verbal and written pre- and posttests involving pho- nological/orthographic and semantic measures of their L2 and L3 before and after three months of daily intervention with the software. The results show that computer-based training in the L3 is potentially an important tool of intervention for dyslexic students as it has a positive effect on the components of L3 as well as L2 learning. As a consequence of their progress in acquiring the relationships between L3 graphemes and phonemes, the experimental groups, but not the control groups, made significant gains on L2 naming accuracy and speed, L2 and L3 word reading, L2 and L3 phonological awareness, and L2 and L3 receptive and productive vocabulary and comprehension tasks.

14

MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia

81%

Pfenninger S. E.

Studies in Second Language Learning and Teaching

|

2015

|

vol. 5

|

issue 1

109-133

EN

The longitudinal intervention study reported here is the first to investigate the efficiency of computer learning software specifically designed for dyslexic Swiss German learners of Standard German as a second language (L2) and English as a third language (L3). A total of 40 subjects (20 of them dyslexics and 20 of them nondyslexics; 10 students from each group participated in in- terventions and the other 10 from each group served as control groups) were assessed with a battery of verbal and written pre- and posttests involving pho- nological/orthographic and semantic measures of their L2 and L3 before and after three months of daily intervention with the software. The results show that computer-based training in the L3 is potentially an important tool of intervention for dyslexic students as it has a positive effect on the components of L3 as well as L2 learning. As a consequence of their progress in acquiring the relationships between L3 graphemes and phonemes, the experimental groups, but not the control groups, made significant gains on L2 naming accuracy and speed, L2 and L3 word reading, L2 and L3 phonological awareness, and L2 and L3 receptive and productive vocabulary and comprehension tasks.

15

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.

16

Typefaces that make reading easier for dyslexic people

81%

Wolańska E., Wolański A.

Logopedia

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2016

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vol. 45 EN

157-178

EN

Worldwide, around 10% of people have dyslexia, a neurological disability that impairs a person’s ability to read and write. There is evidence that the typographic presentation of the written document has a significant effect on a text’s accessibility for people with dyslexia. One of the most significant factors that affects readability of the text is a typeface and/or its variations. In this paper, we present the reading process from neurophysiological and psycholinguistic perspectives. Though dyslexia is primarily related to deficits in phonological processing, the visual processing disorders also have an impact on reading. So we present simulations of visual distortions that help imagine what the printed text looks like for many people suffering from dyslexia. In the second part of the paper we present a set of common typefaces that are friendly for dyslexics and selected font types designed specifically for people with dyslexia.

17

Current possibilities of psychological and pedagogical assistance in therapy for dyslexic students

81%

Zmysłowska M.

Problemy Opiekuńczo-Wychowawcze

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2020

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vol. 589(4)

33-44

EN

The article shows the current possibilities of psychological and pedagogical assistance in the therapy of students with dyslexia, whose population is estimated at 10-15%. Research indicates that these children, when properly supported and motivated, are able to make progress in learning and achieve success in a variety of areas. The author describes the difficulties faced by students, taking into account specific problems in the area of reading and writing and paying attention to frequently occurring auditory processing disorders. She discusses the issue of student support in school space, also using modern technologies to improve the teaching and learning process. The author presents also the possibilities of using EEG Biofeedback neurotherapy, Neuroflow and Forbrain auditory therapy in working with children to improve their reading and writing skills, citing numerous studies showing the effectiveness of these interactions in dyslexic children. In order for the student support system to be effective, close cooperation between teachers, therapists, and parents is required; however, the analysis of the studies cited in the text indicates that teachers lack crucial knowledge about the conditions of dyslexia, they have difficulties in individualizing didactic work, interpreting the recommendations of psychological and pedagogical counselling centres and they rarely use information and communication technologies in the education process.

18

Dysleksja – zaburzenie uczenia czy moda edukacyjna? Osoby z zaburzeniem czytania i pisania w świtle regulacji ogólnoświatowych, aktów prawnych obowiązujących w Polsce i w Wielkiej Brytanii oraz w percepcji społecznej

70%

Chodyna-Santus M.

Człowiek - Niepełnosprawność - Społeczeństwo

|

2018

|

issue 1(39)

79-94

PL

Dysleksja – termin pojawiający się w rozmaitych aspektach, dla jednych zaburzenie czytania i pisania, dla innych konstrukt społeczny, w pewnych kręgach traktowana jako forma niepełnosprawności, w innych jako wymówka, bywa chorobą i zaburzeniem enigmą. Pojęcie powszechnie używane w szkołach, w poradniach psychologiczno-pedagogicznych, raportach oświatowych, aktach prawnych, dyskursie medialnym czy potocznym. Wśród licznie pojawiających się wątpliwości dotyczących zaburzenia wydaje się, że prawa przysługujące osobom z dysleksją wywołują wiele kontrowersji i emocji. Autorka artykułu wskazując na uregulowania ogólnoświatowe, ze szczególnym uwzględnieniem aktów prawnych obowiązujących w Polsce i Wielkiej Brytanii, przedstawia sytuację osób z dysleksją w środowisku szkolnym oraz w miejscu pracy. Zauważa również, że regulacje prawne stanowią zarówno podstawę należnych im uprawnień, jak i bywają powodem sporów w kontekście ich adekwatności i niezbędności. Artykuł stanowi swojego rodzaju wgląd w aspekt uregulowań prawnych dotyczących zaburzenia z uwzględnieniem społecznych napięć czy wątpliwości ich dotyczących.

EN

Dyslexia – a term appearing in various aspects, for some – a disorder of reading and writing, for others – a social construct, in some areas regarded as a disability, in others as an excuse, perceived as a disease or a mystery disorder. The term used in scientific fields, educational units, in the educational reports and acts, as well as in the media and common discourse. Among arising doubts concerning the disorder, the rights of people with dyslexia bring on the controversy and emotions. The article points to the worldwide regulations, with emphasis on legislative acts applied in Poland and the UK, shows the situation of people with dyslexia in schools and the workplace. It also shows that the regulations constitute both the basis of due rights as well as cause disputes in the context of their appropriateness and necessity. The article is an insight into the aspects of legal regulations concerning the disorders and the social tensions or doubts concerning them.

19

Recenzja książki Marioli Jaworskiej: „Nauczanie i uczenie się języków obcych młodzieży z dysleksją”

70%

Karpińska-Szaj K.

Neofilolog

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2019

|

issue 53/2

351-354

20

Okulograficzna analiza stopnia dostosowania podręczników szkolnych do nauki języka angielskiego do potrzeb uczniów z dysleksją rozwojową. Cz. II: wprowadzenie do badań okulograficznych

70%

Andrychowicz-Trojanowska A., Grucza S.

Applied Linguistics Papers

|

2018

|

issue 25/4

129-143

EN

The following article is devoted to the research conducted within the project financed by the Ministry of Science and Higher Education and devoted to the ways of developing language competence of school students suffering from developmental dyslexia. The project consisted of eye tracking study and psychological testing of some of the participants. In this article the theoretical background on the field of interest, i.e. textbooks and textbooks of English, dyslexia and eye tracking, is given. The final part of it constitutes the brief summary of the very first part of the project eye tracking study, its conclusions and impact on the second part the results of which are being analysed.

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Nowoczesne technologie a uczniowie z dysleksją – możliwości i zagrożenia

Interest in Reading as Facilitating Factor in Acquiring Reading Skills

Trudności w uczeniu się – model diagnozowania dysleksji rozwojowej

Neurobiologiczne przyczyny dysleksji

Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

Rýchle automatické menovanie ako prekurzor čitateľských schopností a diagnostický marker dyslexie

Note Dyslexia

Dorośli z dysleksją w szkole wyższej

Testing and Diagnosing Dyslexia in Adolescents – Focused on Phonemic Awareness

Effectiveness of Mnemonic Instruction in Enhancing of Reading Ability Among Grade Three Learners with Dyslexia in Two Primary Schools in South Africa

A blind student with dyslexia - An overview of the problem

Dyslexia versus visual difficulties in reading and writing. A comment in discussion

MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia

MSL in the digital ages: Effects and effectiveness of computer-mediated intervention for FL learners with dyslexia

In search of effective remediation for students with developmental dyslexia – a review of contemporary English literature

Typefaces that make reading easier for dyslexic people

Current possibilities of psychological and pedagogical assistance in therapy for dyslexic students

Dysleksja – zaburzenie uczenia czy moda edukacyjna? Osoby z zaburzeniem czytania i pisania w świtle regulacji ogólnoświatowych, aktów prawnych obowiązujących w Polsce i w Wielkiej Brytanii oraz w percepcji społecznej

Recenzja książki Marioli Jaworskiej: „Nauczanie i uczenie się języków obcych młodzieży z dysleksją”

Okulograficzna analiza stopnia dostosowania podręczników szkolnych do nauki języka angielskiego do potrzeb uczniów z dysleksją rozwojową. Cz. II: wprowadzenie do badań okulograficznych