Table of Contents

Table of Contents; List of Figures; List of Tables; Preface; Abbreviations and Typographic Conventions; Chapter One; 1.0 Introductory Remarks; 1.1 Genetic Bases of Dyslexia; 1.2 Brain Anatomy; 1.3 Co-morbidity; 1.4 Cognitive Symptoms of Dyslexia; 1.5 Diagnosis of Dyslexia; 1.6 Diagnosis of Dyslexia in a Multilingual Context; 1.7 Prevention and Remedial Programmes; 1.8 Partial Conclusions; Chapter Two; 2.0 Introductory Remarks; 2.1 Definitions of Dyslexia; 2.2. Historical Phases in the Development of Language Learning Disabilities 2.3 A Historical Perspective on Dyslexia as a Language Learning Disability in Poland2.4 Sub-types of Dyslexia; 2.5 Partial conclusions; Chapter Three; 3.0 Introductory Remarks; 3.1 Reading Competence; 3.2 L1 Reading versus L2 Reading; 3.3 Second Language Reading Problems; 3.4 Language Basis of Reading; 3.5. Stages in Word Recognition; 3.6. Reading with the Additional Load of Dyslexia; 3.7 Orthographic Depth; 3.8 Partial Conclusions; Chapter Four; 4.0 Introductory Remarks; 4.1 Dyslexia and Foreign Language Learning; 4.2 The Linguistic Coding Difference Hypothesis 4.3 Hypothesis of Granularity and Transparency4.4 Phonological Representations Hypothesis; 4.5 The Double-deficit Hypothesis; 4.6 Psycholinguistic Grain Size Theory; 4.7 Partial Conclusions; Chapter Five; 5.0. Introductory Remarks; 5.1 Cross-language Comparison; 5.2 Dyslexia in English L1; 5.3 Dyslexia in English L2; 5.4 Partial Conclusions; 5.5 Implementations for Research and Education; Bibliography According to International Educational Statistics (2008), there are total of 654.9 million school-age children in the world. If dyslexia affects 10-15% of these youth (Fletcher et al. 2007), this translates to approximately 65-98 million students with difficulties in reading and writing. The EU strategic plan for education (2010) recognises the need for EU citizens to speak a foreign language. As such, foreign language courses are introduced on an obligatory basis at the primary level of education. Dyslexic students are not exempt from this regulation, and, thus, are confronted with different.