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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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Comhdháil Bhliantúil TEO
20 & 21 Samhain 2009, Óstán Ormonde, Cill Chainnigh
‘Ag Cothú Gaeloideachas den Scoth’
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)
Fadhbhanna urlabhra agus teangan
(Genesee 2007 p. 677)
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)Díolúine…….
Their problems, were in their thinking and processing….. sure they were already able to speak Irish”
“bilinguals in many countries tend to be discriminated against in testing and assessment”
Scrúdaithe i nGaelscoileanna…
SíciméadrachtAn gcuireann “An Ghaeilge” isteach ar an disléisce?
“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)
Rueda's (1983) research suggests a 'cognitive advantages' link may be found in less able childrenIdirnáisiúnta…
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.
(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) email@example.com
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: http://www.cemcentre.org/documents/CEM%20Extra/SpecialInterests/Dyslexia/JOEdyslexiaCONF.ppt [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.Tagairtí