Up to 20% of people in the U.S. have dyslexia, which means that about 4-6 students in every classroom struggle with reading and writing, spelling, and executive functions. How does this manifest in second language acquisition?
This workshop will introduce dyslexia from a medical and educational perspective and explain how it presents in second language learning. We will conduct error analyses on writing samples to determine which errors are developmentally expected in language acquisition or could point toward auditory processing challenges or dyslexia.
In the second part of the workshop, we will focus on classroom methodology to support learners with dyslexia and consider how universal design can help address the heterogeneity in learner needs in general activities and assessments.