A Comprehensive Literature Review on Strategies for English Language Learners With Dyslexia

• In Event: AERA Poster Session 5
  In Poster Session: Bilingual Education Research Poster Session: Research and Implications for Bilingual and Multilingual Students

Abstract

This study is a comprehensive literature review of peer reviewed articles in instructional strategies for children who are ELL and have dyslexia. Boolean searches in three major research databases and three journal articles were used in order to ensure an extensive search. A rating instrument was developed and used to evaluate the appropriateness of the journal articles. The results of this literature review indicated emergent patterns in increased phonemic awareness, multisensory approach, motivational strategies to increase self-esteem, and other instructional strategies and accommodations that enhance performance when strategies are paired with L1 and L2 instruction.

Authors

• Ubaldo Cirlos Jr., Texas Tech University

• Charity Embley, Odessa College

• Mary Guerrero Perez, Amarillo ISD