Reading comprehension and Specific Reading Disability in English
DOI:
https://doi.org/10.36505/ExLing-2023/14/0001/000595Keywords:
Reading comprehension, Specific Reading Disability, Assessment, AccommodationAbstract
Reading comprehension is a fundamental skill the acquisition of which depends on the graphophonemic system of the target language and the learner’s learning profile. English, an orthographically non-transparent language, causes difficulties to speakers of transparent languages such as Greek, especially in acquiring reading skills. In the case of students with specific reading disability (SRD), learning English becomes even more challenging. Several accommodations have been suggested for SRD students regarding assessment of reading comprehension in the L2, one of which being lexical aid. The present study investigates the effect of lexical aid and of fatigue on the performance of SRD students in English. The results confirm the importance of lexical accommodation, but not the effect of fatigue on SRD learners’ performance.
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Articles are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited.
