The Good Start Method as a Tool Conducive to Dyslexic Young Learners’ Dual Code Use
Dyslexia is the commonest learning disability, its size amounting to almost 10 percent of the EU population afflicted by varying degrees of impairment in reading, writing, numeracy, memory and/or organization despite adequate intelligence, sensory abilities and social background (Bogdanowicz, Smoleń 2004). Even though in young learner education much greater researchers’ attention is usually paid to reading than writing (Gillen, Hall 2003), there are a constantly increasing number of authors (Datta 2007, Mor–Sommerfeld 2002, Pennington 1996) engaged in examining the influence of learning to write in the L2 on children’s language development, logical thinking, L1 acquisition or social skills. My intention is to follow in the latter’s footsteps and focus on early writing which will be studied in relation to dyslexic learners’ L2 performance as a result of exposure to a few songs implemented and practised in accordance with the Good Start Method’s principles. It is worthwhile to add that my own addition to the method was a decision to encourage informal talks about L2 writing with reference to its L1 counterpart and investigate them (talks) as a hypothetical opportunity for exciting the children’s curiosity about and optimizing their perception of the written code.
2. Defining dyslexia
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