The Effect of Norwegian Dyslexia Friendly Schools: The Acquisition of L2 English in 6th and 7th Grade

Abstract

This research project focused on dyslexia and second language acquisition in 6th and 7th grade students attending Norwegian dyslexia friendly schools. The aim of the study was to investigate whether the dyslexia friendly schools had a positive effect on dyslexic students learning English as a second language in regard to text comprehension, oral skills, grammar and literacy. For this purpose, the test battery, the English 2 Dyslexia Test, was used on eight dyslexic students as well as on 15 non-dyslexic students from four different Norwegian dyslexia friendly schools. The results of the current study (2016) were compared to a former study (Helland and Kaasa, 2005) which tested 20 dyslexic and 20 non-dyslexic students at six non-dyslexia friendly schools in Norway by the use of the English 2 Dyslexia Test. The main objective was to compare the 2016 dyslexic group from the dyslexia friendly schools with the 2005 dyslexic group from the non-dyslexia friendly schools. The results showed significant differences in favor of the dyslexia friendly schools on the testing of oral production and reading skills. The results showed as well that the 2005 dyslexic group scored significantly higher on the testing in syntax and semantics. A secondary focus was on examining whether there was a positive effect of the dyslexia friendly schools on non-dyslexic students as well. Thus, a comparison was made between the two control groups (2016/2005). The results showed that the 2016 control group scored significantly higher on the testing of oral production, reading and spelling tests. The 2005 control group scored significantly higher on syntax and semantics. An additional comparison was performed between the 2016 results (dyslexic vs. control group) and the 2005 results (dyslexic vs. control group). The results showed that the control groups outperformed the dyslexic groups, except in 2016 where the difference in results was non-significant in oral production. In conclusion, the dyslexia friendly schools seem to have a positive effect on dyslexic students in the testing of oral production and reading skills and on the non-dyslexic students in the testing of oral production, reading and spelling. Further research with a larger sample of students is recommended at the dyslexia friendly schools in L2 English.