Learning to read in a foreign language in children between 6 and 8 years

old with dyslexia, through a technological tool

……………………………………

El aprendizaje de la lectura en una lengua extranjera en niños entre 6 y 8 años con

dislexia, a través de una herramienta tecnológica

Edgar Olmedo Cruz Micán

Erika Paola Zapata Cifuentes

Juanita Ruiz López

Virginia Morales Pulido

ABSTRACT

Reading is considered as an essential tool to

the introduction of new knowledges and that is

the reason why the students with dyslexia face

several difficulties along their educational

lives. This is particularly because the

curriculum is associated with the

decontextualization of its contents, neglecting

the integrality between a global world, that

requires a foreign language and ICT learning.

The current document describes and proposes

a technological tool that contributes to the

conceptual-practical learning of reading in a

foreign language, in order to the students with

dyslexia can support the prior knowledges in a

didactic way (visual and intended in the proper

conditions for them) based on the necessity of

an environment that evaluates competences.

Keywords: inclusion, technology, app,

abilities, languages, teaching

Revista investigación, desarrollo educación,

servicio, trabajo (ID EST)

Vol 1 – No 2

July - December 2021

e-ISSN 2745-1194.

Pag 42-57

Received: September 13, 2020

Approved: March 19, 2021

…………………………………….

Doctor en Administración de Negocios

/Posdoctor en Educación, Corporación

Universitaria Minuto de Dios, Bogotá D.C. –

Colombia, ecruz@uniminuto.edu

https://orcid.org/0000-0001-8581-3104

Magíster en Gerencia de TIC Universidad

ECCI, Bogotá D.C. - Colombia

erikap.zapatac@ecci.edu.co

https://orcid.org/0000-0002-9240-2167

Magíster en Derecho Comercial, Fundación

de Estudios Superiores Monseñor Abraham

Escudero Montoya – FUNDES, Espinal

(Tolima) – Colombia,

Juanita.ruiz@fundes.edu.co

https://orcid.org/0000-0001-8243-7684

Master of Arts in Language Teaching: TESOL

Lancaster University, England, Fundación de

Estudios Superiores Monseñor Abraham

Escudero Montoya-FUNDES, Espinal,

Tolima, Colombia

virginia.morales@fundes.edu.co

https://orcid.org/0000-0001-7541-2833

Revista investigación, desarrollo educación, servicio, trabajo

Vol 1 – No 2 July – December 2021 e-ISSN 2745-1194. Pag 42-57

RESUMEN

La lectura se considera una herramienta fundamental para la introducción de nuevos

saberes y es por este motivo que los estudiantes con dislexia se enfrentan a diversas

dificultades a lo largo de su vida educativa. Esto ocurre debido a la

descontextualización de contenidos a la que se ven ligados sus currículos educativos,

ya que deja de lado una integralidad entre un mundo globalizado, que requiere del

aprendizaje de una lengua extranjera y de las TIC. El siguiente documento describe y

propone una herramienta tecnológica que contribuya al aprendizaje conceptual-

práctico de la lectura en una lengua extranjera, para que así los estudiantes con dislexia

puedan soportar sus preconceptos de una manera didáctica (visual y pensada en las

condiciones más propicias para ellos) basados en la necesidad de un entorno que

evalúa competencias.

Palabras clave: inclusión, tecnología, aplicación, habilidades, idiomas, enseñanza.

Introduction

"Teaching has tried to respond by encouraging the application of different methods

with the aim of both facilitating learning and remedying deficiencies" (Ramirez, R. A.

2000) and as educational institutions are evaluated in strategic terms to contribute to

the comprehensive training of all types of population, thus, in addition to

incorporating inclusive and technological policies, it is possible to embrace a

globalized world that requires the learning of a foreign language.

On the other hand, it is possible to evidence the high rates of learning problems (in

this case dyslexia) faced by the students and also clearly a low intervention in the

learning processes from early childhood. This is how the limitations begin to become

noticeable the more a student is decontextualized from an environment, regardless of

whether he/she is immersed in a learning problem or not. However, it deepens in

terms of quality of service, by connecting a close relationship in what the student faces,

what he/she needs to solve and how to make use of information and communication

technologies to complement it.

In such a way, an aspect that has unbalanced the educational environments is the lack

of strategies linked to the specific needs of the population, the idea of limitation of

tools to support learning, the separation of the basic curricular contents with the

learning of a foreign language, among others. For this reason, the justification of the

project entitled: Learning to read in a foreign language in children between 6 and 8

years old with dyslexia, through a technological tool, is born, taking into consideration

a learning problem, contemplated in the competitiveness of a globalized world that

requires more than the mother tongue and bringing together these elements in a

model of inclusion towards information and communication technologies.

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Materials and methods

A teaching environment between virtual tools and the student usually supports

learning and directed use of the same, in a dynamic way and creating collaborative

spaces (Prokhorets, E. K., Plekhanova, M. V., & Scherbinina, N. G, 2015) of conceptual

construction or reinforcement. This is how the use of technological tools for online

language learning can become very significant for autonomy, being a flexible resource

that generates motivation and efficient support (Gleason, J, 2013). Unfortunately, the

strategies and tools that provide students with virtual and digital spaces are sometimes

disconnected from the learning problems that some of them may face, in this case

dyslexia.

The aspects already mentioned (ICT, a foreign language and a special learning need

such as dyslexia) are related in research terms on several occasions with one or at most

two of them. Therefore, the study seeks to integrate them in the following phases

(according to the parameters offered by Hernández R., Fernández C., and Baptista P.,

in their book entitled Metodología de la investigación, 2014): Planteamiento del

problema

1. Description of sampling

2. Literature review

3. Classification and triangulation of the information collected.

4. Proposal or results and conclusions

5. Recommendations

The problem statement scans the learning rates and strategies of children or people

with dyslexia to identify the impact of the project. The characteristics of the population

are then described. Followed by the exemplification of the use of ICT in the teaching

of a second language or ICT in the learning process of students with special needs.

Thirdly, the strategies to be taken into consideration for meaningful teaching are

mentioned, including previous research on these topics. The conclusions mention a

proposal (sketch) that gathers the most effective and efficient results in teaching a

foreign language with emphasis on reading skills for children with dyslexia, in order

to gather them in an application. Finally, the recommendations allow the opening of a

possible continuation of the research previously initiated or to structure ideas based

on what has been proposed.

The study follows a qualitative research approach, given that it does not involve an

informative-documentary and measurable proposal, but, on the contrary, it intends to

expose a final proposal that contributes to the needs of the population, organizing the

data already stipulated in terms of number of people with special learning needs or

pedagogical strategies established for them.

The sampling of this article is based on different natures due to the study of documents

generated at present and different public and private archives. The following is a

description of the number of the population with dyslexia and the importance of the

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high numbers found around the world, which determines the need for intervention

strategies to reduce them.

The World Federation of Neurology (cited by Viñuales S., et al, 2017) defines dyslexia

as a disorder with an appropriate intellectual level, without audiovisual drawbacks and

a stable socio-cultural interaction, but which manifests learning difficulties in reading

given the instruction and in which there is a lower level than standard in terms of

decoding the level of simple words, as well as encoding them (spelling), which can be

considered an obstacle in the future for the orthographic stage. Not to mention the

fundamental dependence of reading on the phonological process (Nijakowska, J.

2010).

The percentage of the world's population suffering from dyslexia does not provide an

official figure as many of them are not diagnosed by qualified specialists or doctors.

However, it can be indicated that the International University of Valencia (VIU) in its

online article entitled: ‘Symptoms and consequences of dyslexia’ published in

December 2014 states that "it is estimated that it affects, to a greater or lesser degree,

15% of the Spanish population", and the Non-Profit Association called: ‘Madrid con la

Dislexia’ estimates that one in five Spaniards has dyslexia, which could be quantified

as 20% of the Spanish population. As this is the country that has left a great cultural

and genetic heritage in America, these are indicators to take into account about this

learning difficulty. This is in addition to taking into consideration the figures

mentioned below.

The research work entitled: ‘Perfil lector de niños con y sin retraso lector en la ciudad

de Cali’ published in the journal published by the psychology program at the

Universidad del Norte entitled: ‘Psicología desde el Caribe’, paraphrases Casals (2007)

and Talero (2004) as follows: "World statistics on learning difficulties, especially in

reading, define that between 5% and 16% of the population is usually diagnosed with

dyslexia"; and in the same magazine for the second semester of 2008, it publishes the

work entitled: ‘Study of prevalence of reading difficulties in 7-year-old school children

in Barranquilla, Colombia’ which indicates that "the International Dyslexia

Association has found that 15% to 20% of the population has a language-based

learning difficulty".

On the other hand, the European Dyslexia Association (EDA- Europe Dyslexia

Association) stipulates that dyslexia is a condition that occurs regardless of culture or

language and is recognized in numerical terms in about 9% to 12% of the population

worldwide. It also severely affects between 2% and 4% of them.

The data consulted in the different sources indicated above shows that an average of

15% to 16% of the world population suffers from this difficulty. This percentage will be

used as the official one for the development of this work, which indicates that, it is a

disorder that seriously involves the learning processes, not only in the reading part,

but also in the underlying areas.

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According to López-Tejeda, S. I., Uribe Viquez, Z., Concepción, M., Rivas, V., Mendoza

Barrera,G., & Durand-Rivera, A. (2012) in their text entitled: ‘Dyslexia from a cognitive

focus: classification review’ Revista Mexicana de Comunicación, Audiología,

Otoneurología y Foniatría, the characteristics of a student with dyslexia between the

ages of 6 and 9 years are divided into: language, reading, writing and calculation,

described as follows:

*Reading: Confusion in letters, words and syllables, inverting, changing or

suppressing them. Complication with punctuation marks and difficulty in

comprehension identification.

* Language: Omissions, minimal verbal form expression and difficulty with new

vocabulary knowledge.

* Writing: mirror in letters or omission (there is no inconvenience in strokes, but

alternate strokes).

* Calculation: mirror writing of numbers, confusion of similar sounds, complexity

of order.

This study seeks to emphasize the student's reading comprehension. However, it does

not neglect the possibility of including and supporting the difficulties that may arise

"especially in early childhood education and the first cycle of primary school, since

sometimes the beginning of literacy learning is brought forward and others reinforce

the error itself with exercises that try to remedy, achieving the opposite effect"

(Cayuelas, M. (2017.). Therefore, dyslexia should not be evaluated and helped based

on only one of the difficulties, but to reduce each of them, as mentioned by Cabrera

Solano, M. I. (2010), in his title: ‘La dislexia: dificultad en el lenguaje? Pedagogía

Magna.

Most people when they hear the term dyslexia, immediately associate it with reading

problems, but this is not entirely correct. Children with dyslexia have difficulty not

only in oral or verbal language as previously mentioned, but also this problem is

extrapolated to written language. This means that these children usually also present

great difficulty in the field of reading and writing.

Reading is then an aspect that enhances favorable or unfavorable results in the child's

daily life. Given that textual comprehension skills and their relationships are found

between linguistic understanding and inferences (Gil, L., & Flórez, R. 2011) regardless

of the area to which they are linked. Therefore, reading and writing are closely related

and a first step of reading reinforcement can have positive results in their derivatives.

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Results and Discussion

Foreign language learning and students with dyslexia

Students who manifest a different way of learning due to difficulties in reading skills,

show in turn complications in the application of syntax, new vocabulary, grammar,

among others. Which, leads to compromise areas attached to the textual analysis of

the curriculum (Alloway, T. P., Tewolde, F., Skipper, D., & Hijar, D., 2017). For

children with dyslexia it becomes (on many occasions) confusing to learn a foreign

language, given that the decoding process between word and reference limits the

handling of the language. So, for those who consider a vocabulary acquisition tool in

terms of the relationship between image, word and writing, it results a disadvantage

for students with dyslexia.

For students to feel comfortable learning a foreign language, it is advisable to reduce

the vocabulary to be learned where a clear structuring of grammar is necessary,

adapting the texts to the student's reading level, with preparations prior to the planned

contents (Viñuales S., et al, 2017).

In the case of students with dyslexia, there are several advantages of the use of ICT,

from the use of multimedia equipment (allowing multisensitivity), a spelling checker,

printouts instead of handwritten work, and the current affordability of this type of

technological elements (Rooms, M., 2000). In this way, instead of taking the foreign

language as an unattainable task, the student's vision of the subject begins to change

in a more open way.

Thus, depending on the student, the teacher must maximize the student's potential.

On some occasions, the decision is made to include an alternative course in the new

language to be learned (Schneider E. and Crombie M., 2003). However, it is essential

to complement all types of education with strategies that are effective enough to

achieve the goals, without disturbing the student with one more area of the curriculum.

Learning strategies for people with dyslexia

Considering the above mentioned figures, it is possible to define a need to search for

different strategies in formal and informal education so that students with special

learning abilities feel involved in an autonomous process, but guided within their

competencies. For this reason, it is not only necessary to find ways of teaching, but

also to understand the existing connection from the understanding of the student to

the processes of prevention of reading difficulties.

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Illustration 1. Processes of prevention and recovery of reading disabilities .

Source: elaborated taking into account information taken from Viñuales S., Conde M.,

Panadero B., Pérez I., Valtueña M., Vicente L. (2017).

Viñuales S., (et al, 2017) in his title La Dislexia: Guía de Detección y Actuación en el

Aula, exposes three processes of prevention or recovery of reading difficulties from a

psycholinguistic approach (see Illustration 1). The lexical processes (which in turn are

divided into lexical route and phonological route) emphasize the increase of visual

vocabulary and the conversion of graphemes to phonemes. Next, syntactic processes

are mentioned, in which importance is given to punctuation marks (making the

necessary pauses) and finally, a semantic process, in which both main and secondary

ideas are defined from a relationship with the environment and with the text itself.

Taking into consideration the processes of learning to read and comprehend

information, different strategies are proposed to capture the attention of students with

dyslexia. Thomson, B. M. (2014) understands the competencies of learning a foreign

language in vocabulary acquisition, speaking, grammar and syntax, consolidation,

•lexical path

•phonic path

lexical

processes

•punctuation marks

syntactic

processes

•Meaning

•main and secondary ideas

•integration in memory

semantic

processes

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performance and creativity. However, in Table 1, we take into consideration those

competencies that pertain to the reading area from the objective of the proposal.

As evidenced in Table 1, students should have access to different strategies (among

them technological) to fulfill competencies such as vocabulary acquisition, grammar

and syntax and, undoubtedly, creativity. So, it is possible to talk about the great variety

of alternatives to involve the student's attention by making a previous diagnosis of the

difficulties to continue with a structured academic plan. That is why, dyslexia should

be catalogued as a different way of learning and teaching, and not simply as an

impediment or disadvantage (Politt, R., Waller, E., & Pollock, J. 2004). This is done

by taking resources from the environment and supplementing strategies to remedy the

difficulties.

Table 1. Learning strategies for students with dyslexia according to difficulty.

Competence

Difficulty

Strategies

Vocabulary acquisition

• Phonology

• Short term memory

• Rename vocabulary

• Recognition and

distinction

• Recognition and

distinction of heard

sounds or words

• Forgetting or

inverting syllables

• Follow-up of

instructions

• Distinctive Methods

• Use of songs

• Memory games,

especially with

pictures or

diagrams

• Use audio o TIC

Grammar and syntax

• Prediction

• Order words in

sentences

• Use of dictionary

• Note taking

• Illegible lettering

• Spelling

• Dictations

• Order sentences

with pictures first.

• -Limit writing

• Use electronic

dictionaries

• Video clips

Creativity

• Concentration in

difficulties

• Low motivation

• Organization and

sequence

• Flashcards to give

ideas

• Have flashcards to

support

presentations

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Source: created from information taken and modified of Thomson, B. M. (2014). La

dislexia y las lenguas extranjeras modernas. Dyslexia and Modern Foreign Languages,

(2). https://doi.org/10.4324/9780203458709.

For future studies related to supporting the reading process in a foreign language for

students with learning difficulties (dyslexia), it is recommended to establish a

measurable scope by evaluating the study directly with outcome evaluation surveys

after the sample has performed the application test.

On the other hand, it would be possible to expand the foreign language learning

competencies from the same application to include support for writing, listening and

speaking, and not only reading. This is because the reading of students with dyslexia

is amplified to the other competencies.

Finally, and as mentioned throughout this paper, reading is the gateway to learning

and it is not possible to state that it affects exclusively a humanistic area, but also

interferes in different subjects. Therefore, an opportunity for reinforcement could be

interdisciplinary from reading and also from a foreign language. In this way, the

objectives to be achieved in a complete and cross-cutting curriculum become integral.

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Conclusions

Students with dyslexia face a world that requires them to be at the forefront in terms

of information and communication technologies, in addition to the importance of

learning a foreign language for a globalized world that maintains constant

relationships from all areas of daily life of any person, whether work, education,

entertainment, social, among others. To date, despite the many actions that have been

carried out from inclusive policies, students with dyslexia, continue to assume their

student role from the reception and not from the production of their own learning

dynamics.

The above study seeks to integrate elementary aspects of the current educational

requirements, with aspects such as ICT and reading in a language other than the

mother tongue, with an application that supports the curriculum and therefore, helps

to achieve a higher competitive level to students with dyslexia. For this purpose, the

strategies previously investigated (studies conducted previously) are taken into

account, due to the importance of evaluating the most effective results for each of the

difficulties that have been identified in children with learning disabilities in the

reading area.

Since the need for ICT in learning and teaching processes must be considered for a

society that requires digital competence (Puente, A. G. 2001), this study develops an

application idea that requires no more than an Android operating system to maximize

the possibilities of affordability for students. This application has several dynamics

that position the student as a producer and that involves the student's attention due to

the visual attractiveness of the tool and its opportunity to reach goals and

achievements. In this way, it improves the student's motivation in the face of the

requirements he/she is facing.

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