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Poster P1

Thursday stream 4-6 Session 11.35 - 12.50 Length 25 minutes

Should the dyslexic Welsh child learn two languages?

Michael David and Ian Smythe

(1) Brynmawr, Gwynned (2) University of Surrey ian.smythe@ukonline.co.uk

Abstract

The phonological regularity and transparency of the Welsh language makes the acquisition of reading and spelling a relatively easy task. However there has been little research that has looked at the role of phonological awareness in the dyslexic Welsh child and its impact on their literacy acquisition. This research looks at some of the underlying cognitive skills related to literacy acquisition in Welsh, and assesses the role of some of the key indicators commonly used in the recognition of the English pupil with literacy difficulties. The tasks include spelling (words and non-words), reading (words and non-words), rhyme, alliteration, sound discrimination and auditory short term memory, as well as measure of visual skills. The results will be reviewed in light of the practice of attempting to reduce the workload by teaching the child with specific learning difficulties literacy skills in English only.