1. Hungarian teachers’
perceptions of dyslexic
language learners
Presentation by
Barbi Pál

2. About the research
Method:
- 5 schools
- 19 teachers
- interviews
- teachers’ observations
Aim:
1. identify symptoms
2. identify personal factors

3. Recognising the symptoms of
In the foreign
language classroom

4. Speaking related problems
Cannot repeat L2 words
Cannot pronunce sounds
corresponding to letters
Weak oral performance

5. Reading related problems
Cannot find the sounds corresponding to letters
Difficulties with longer texts
Problems with reading aloud
Comprehension problems

6. Writing related problems
Spelling issues
Cannot copy words from the blackboard
Mix up Hungarian and English spelling
Mix up similarly sounding and looking words

7. Other problems
Memorizing problems
Difficulties with serial
integration
Cannot understand
grammatical relations
Slow rate of learning

8. Personal factors observed
as characteristic of
students with

9. Problems rooted in the family
Behavior problems
Lack of self confidence
Motivation problems
General mental abilities
Compensation

10. An emerging model of
teachers’ perception of

12. Uninformed Enlightened
teacher teacher
behaviour behaviour
Disciplines Alternative
teaching methods

13. Conclusions

14. Raising awareness of teachers about:
- symptoms, problems
- methods
Cooperation is needed between the:
- L2 teacher
- school psychologist
- speech therapist
- L1 teacher

15. Resource Kormos, J. & Kontra, E. H. (2008).
Hungarian teachers’ perceptions of
dyslexic language learners
In Kormos, J. & Kontra, E. H. (Eds),
Language Learners with Special Needs: An
international perspective, (pp. 189-212).
Clevendon: Multilingual Matters