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Deacrachtaí foghlama sa ghaelscoil (Disléicse) Deirdre Nic Gabhann, Gaelscoil Riabhach Herta Ní Dhochartaigh, Gaelscoil PowerPoint Presentation
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Deacrachtaí foghlama sa ghaelscoil (Disléicse) Deirdre Nic Gabhann, Gaelscoil Riabhach Herta Ní Dhochartaigh, Gaelscoil Chnoc na Ré. Comhdháil Bhliantúil TEO 20 & 21 Samhain 2009 , Óstán Ormonde, Cill Chainnigh ‘ Ag Cothú Gaeloideachas den Scoth ’. Cad is disléicse ann?.

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Deacrachtaí foghlama sa ghaelscoil (Disléicse) Deirdre Nic Gabhann, Gaelscoil Riabhach Herta Ní Dhochartaigh, Gaelscoil

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Deacrachtaí foghlama sa ghaelscoil (Disléicse)Deirdre Nic Gabhann, Gaelscoil RiabhachHerta Ní Dhochartaigh, Gaelscoil Chnoc na Ré

Comhdháil Bhliantúil TEO

20 & 21 Samhain 2009, Óstán Ormonde, Cill Chainnigh

‘Ag Cothú Gaeloideachas den Scoth’

cad is disl icse ann
Cad is disléicse ann?

Dyslexia is manifested in a continuum of specific learning difficulties related to the acquisition of basic skills in reading, spelling and/or writing, such difficulties being unexpected in relation to an individual’s other abilities and educational experiences.

Dyslexia can be described at the neurological, cognitive and behavioural levels.


It is typically characterized by inefficient information processing, including difficulties in phonological processing, working memory, rapid naming and automaticity of basic skills.

Difficulties in organisation, sequencing, and motor skills may also be present.

(Taskforce on Dyslexia, DES 2001)

comhartha disl icse
Comharthaí Disléicse…






Cuimhne-éistitheach/ gearrthéarmach


Fadhbhanna urlabhra agus teangan


consp id
Conspóid: …..
  • “Many definitions, but no consensus”
  • “Even if we accept one or more biological theories that seek to explain dyslexia, this is little help when we are confronted by an individual with reading difficulties”
  • The Death of Dyslexia, Julian Elliot (2005)
faoi bhl th
Faoi bhláth..
  • Reading studies provide no evidence to support the argument that students at risk for reading difficulty are likely to be at differentially greater risk in immersion

(Genesee 2007 p. 677)

d ol ine
Approximately 1/5 of candidates sitting the leaving certificate in 2008 had such exemptions in place.

Interestingly almost half of the students in receipt of the exemption studied another language for examination”.

(Irish Independent, 13/08/08)

This year, only 84pc of Leaving Certificate candidates are taking Irish, a drop from 86.4pc two years ago, putting it in third place after maths and English, where the take-up is around 95pc

(Irish Independent, 01/06/2009)

an bhfuil p ist le discl isce faoi m bhunt iste i ngaelscoil
An bhfuil páistí le discléisce faoi míbhuntáiste i nGaelscoil?
  • Múinteoir A: “When parents ask me if their child should remain in a Gaelscoil following a diagnosis of dyslexia, I do not know what advice to give”
  • Tuismitheoir: “The Educational psychologist, and the Speech and Language Therapist did suggest moving the children to an English medium school…. I didn’t (move them).. Because I knew the problem wasn’t “Irish”..

Their problems, were in their thinking and processing….. sure they were already able to speak Irish”

an gcuireann an ghaeilge isteach ar an disl isce

“bilinguals in many countries tend to be discriminated against in testing and assessment”

Baker (2006)

Scrúdaithe i nGaelscoileanna…




An gcuireann “An Ghaeilge” isteach ar an disléisce?
taighe idirn isi nta
Taighe Idirnáisiúnta

“Generally speaking, at least 50 percent of instruction during a given academic year must be provided through the second language for the program to be regarded as immersion. Programs in which one subject and language arts are taught through the second language are generally identified as enriched second language programs"

(Genesee 1987, p.1)

idirn isi nta
Baker (2006) suggests that Bilingual children are often over represented in Special Education, being seen as having a language deficit.

Rueda's (1983) research suggests a 'cognitive advantages' link may be found in less able children

an fhrainc 2004
An Fhrainc… (2004)
  • MacCoubrey, Wade-Woolley, and Kirby (2004) sought to determine whether early intervention in French can be effective for English-speaking immersion students in kindergarten who are at risk for reading difficulty.

Risk for reading difficulty was based on the students’ performance on tests of English phonological awareness, English letter knowledge, and word reading.

Results indicated that students in the treatment group had significantly greater improvement in phonological awareness in both English and French than did the control students, even though training had been in French only.

lazaruk 2007
Lazaruk (2007)
  • The cognitive research reviewed here associates bilingualism with heightened mental flexibility and creative thinking skills, which may be linked to bilingual learners’ greater metalinguistic awareness.
  • Bilinguals also demonstrate greater communicative sensitivity, as indicated by their responsiveness to verbal and non-verbal cues and by their ability to attend to listeners’ needs. Because cognitive benefits are contingent on a bilingual learner’s proficiency in both languages, it may be that immersion programs, which promote heightened proficiency in both French and English, foster in their students an underlying cognitive advantage.
  • De Courcy et al. (2002) found that, in Australia, such children were successful in immersion education (e.g. mathematics). Indeed, in immersion classes they appear to fare better partly due to “the attention to language the teachers need to have” (p.117). There is care with vocabulary, sensitivity to language form and not just to subject content.
sl n go f ill
Slán…………………..go fóill…
  • Bruck’s (1985) studies suggest that switching to an English programme may damage a child’s self-esteem and that a sense of failure may adversely affect the child’s learning.
  • Research evidence, although somewhat inconsistent, suggests that transfer to an all-English program can be beneficial for students experiencing difficulty in immersion; but this does not mean that transfer is the only, or even the optimal, response to such cases, since it may have been additional services in English rather than transfer to English per se that benefited the students who switched. Arguably, students experiencing difficulty in immersion would also benefit from additional support, but this is seldom provided. (Genesee 2007, p. 678)
rso i ngaelscoileanna
“Within the last decade many advances have been made in special education in Ireland. Only a decade ago there were essentially no structures in Irish Special Education".

(Carey 2005, p. 187)

“there is some evidence to suggest that immersion programmes are suitable for almost all children, including those in the lower ability range”

Baker (2006)

RSO i nGaelscoileanna…



Caroline Nolan (POBAL)

Baker, C., 2000, A parents' and teachers' guide to bilingualism. Clevedon: Multilingual Matters.

Baker, C., 2006. Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matters

Bruck, M., 1978, The suitability of early French immersion programs for the language disabled child. Canadian Journal of Education, 3, 4, 51-72.

Bruck, M., 1985a, Predictors of transfer out of Early French immersion programmes. Applied Psycholinguistics, 6, 1, 39-61.

Bruck, M., 1985b, Consequences of transfer out of Early French immersion programmes. Applied Psycholinguistics, 6, 2, 101-20.

Department of Education and Science, 2004a, Understanding dyslexia: a guide for schools. Dublin: Dept. of Education and Science.

Department of Education and Science, 2004b, Understanding dyslexia: challenges and opportunities. Dublin: Dept. of Education and Science.

Elliot, J. , 2005, Why we need to stop using the term dyslexia, available: [accessed 1 October 2009)

Genesee, F., 1987, Learning Through Two Languages: Studies of Immersion and Bilingual Education. Rowley, Mass: Newbury House Publishers.

Genesee, F., 2007, French Immersion and At-Risk Students: A Review of Research Evidence. The Canadian Modern Language Review, 63, 5, 655-688.

Genesee, F. & Jared, D., 2008, Literacy Development in Early French Immersion Programs. Canadian Psychology 49, 2, 140-147

Lazaruk, W. (2007). Linguistic, Academic and Cognitive Benefits of French Immersion. The Canadian Modern Language Review 63, 5 (August), 605-628.

Mac Coubrey, S., Wade-Woolley, L., Klinger, D. & Kirby, J.R., 2004, Early Identification of At-Risk L2 Readers. The Canadian Modern Language Review/La Revue canadienne des langues vivantes .61, 1, 11-28.

Rueda, R., 1983, Metalinguistic Awareness in Monolingual and Bilingual Mildly Retarded Children. NABE: The Journal for the National Association for Bilingual Education, 8, 1, 55-67

Task Force on Dyslexia & Department of Education and Science, 2002, Report of the Task Force on Dyslexia. Dublin: Stationery Office.