An Disléicse Sa Chomhthéacs Lán-Ghaeilge Agus Gaeltachta: Gnéithe Le Cur San Áireamh Ag Oideoirí
Keywords:
Disléicse, Tumoideachas, Gaeilge, dátheangach, litearthachtAbstract
San alt seo, déantar léirbhreithniú ar an bpríomhthaighde ar an disléicse, agus dírítear ann ar shainmhínithe, a oiriúnaí atá scoileanna lán-Ghaeilge agus Gaeltachta do dhaltaí a bhfuil disléicse orthu, an disléicse a shainaithint i ndaltaí dátheangacha, agus tacaíocht a sholáthar sna suíomhanna oideachais sin. Baintear úsáid as cur chuige léirbhreithnithe insinte sa staidéar, agus cuirtear béim ar chomhthéacsanna dátheangacha. Tugtar le tuiscint le trom na fianaise go bhfuil scoileanna tumoideachais oiriúnach do dhaltaí a bhfuil disléicse orthu, cé go bhfuil gá le staidéir thoraidh sa chomhthéacs lán-Ghaeilge. Cuirtear béim sa léirbhreithniú ar fhorbairt uirlisí measúnaithe atá curtha in oiriúint do shuíomhanna lán-Ghaeilge agus Gaeltachta agus pléitear comhtháthú na fianaise ó fhoinsí measúnaithe éagsúla. Cé go bhfuil léargais luachmhara ar an tacaíocht le haghaidh na litearthachta le fáil sa taighde idirnáisiúnta, tá gá le staidéir bhreise chun measúnú a dhéanamh ar a mhéad a bhaineann na torthaí sin le comhthéacsanna oideachais lán-Ghaeilge.
References
Arnbak, E., & Elbro, C. (2000). The effects of morphological awareness training on the reading and spelling skills of young dyslexics. Scandinavian Journal of Educational Research, 44(3), 229-251.
AHEAD (2024, Samhain). Language of Disability. AHEAD. https://www.ahead.ie/allyship-language.
Au, K. H., & Raphael, T. E. (2011). The staircase curriculum: Whole-school collaboration to improve literacy achievement. New England Reading Association Journal, 46(2), 1.
Barnes, E., & Duibhir, P. Ó. (2023). A Prototype Bilingual Literacy Screening Test for Pupils in Gaelscoileanna and Gaeltacht Schools: Design Consideration and Teacher Attitudes. TEANGA, the Journal of the Irish Association for Applied Linguistics, 30(1), 142-168.
Barnes, E., Chiaráin, N. N., & Chasaide, A. N. (2023). Bilingual (Irish-English) phonemic awareness: language-specific and universal contributions. Reading and Writing, 1-22.
Bilton, C. & Duff, A. (2021) Improving Literacy in Key Stage 2: Guidance Report. Educational Endowment Foundation.
Bigozzi, L., Tarchi, C., Pinto, G., & Donfrancesco, R. (2016). Divergent thinking in Italian students with and without reading impairments. International Journal of Disability, Development and Education, 63(4), 450-466.
Blomert, L. (2011). The neural signature of orthographic–phonological binding in successful and failing reading development. Neuroimage, 57(3), 695-703.
British Dyslexia Association. (2024, Samhain). About Dyslexia. British Dyslexia Association. https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/what-is-dyslexia.
Brown, E., Rosenthal, J., & Dynega, N. (2018). Teaching Strategies to Develop a Family-School Literacy Partnership. International Journal of Whole Schooling, 14(1), 31-56.
Bruck, M., & Genesee, F. (1995). Phonological awareness in young second language learners. Journal of child Language, 22(2), 307-324.
Bruck, M. (1985). Consequences of transfer out of early French immersion programs. Applied Psycholinguistics, 6(2), 101-120.
Cavalli, E., Casalis, S., El Ahmadi, A., Zira, M., Poracchia-George, F., & Colé, P. (2016). Vocabulary skills are well developed in university students with dyslexia: Evidence from multiple case studies. Research in Developmental Disabilities, 51, 89-102.
Clay, M., & Nig Uidhir, G. (2017). Áis Mheasúnaithe sa Luathlitearthacht: treoir do theagasc na litearthachta 2ú Eagrán. Dublin: COGG.
Council for the Curriculum, Examinations and Assessment (CCEA), 2024. Cluichí Cód na Gaeilge. https://ccea.org.uk/learning-resources/cod-na-gaeilge#section-9228
Daigle, D., Costerg, A., Plisson, A., Ruberto, N., & Varin, J. (2016). Spelling errors in French‐speaking children with dyslexia: Phonology may not provide the best evidence. Dyslexia, 22(2), 137-157.
Davies, R., Cuetos, F., & Glez-Seijas, R. M. (2007). Reading development and dyslexia in a transparent orthography: A survey of Spanish children. Annals of dyslexia, 57(2), 179-198.
De Brún, J. (2022). The teaching and learning of reading in Irish of 9-11-year-olds in immersion settings in Ireland: A mixed methods case study. [Tráchtas dochtúireachta, Ollscoil Chathair Bhaile Átha Cliath). Doras: DCU Research Repository. https://doras.dcu.ie/27518/1/Thesis%20J.%20de%20Br%C3%BAn%2014.07.22.pdf
Department of Education and Science (DES). (2007). Special Educational Needs: A Continuum of Support. https://www.gov.ie
Dunne, C.M. (2024). Scéalta den Scoth: Ag cothú fonn léitheoireachta. Baile Átha Cliath: COGG. https://online.fliphtml5.com/lfbld/tbnr/#p=2
Dunne, C.M. (2024). Léitheoirí Líofa. Baile Átha Cliath: COGG. https://www.cogg.ie/wp-content/uploads/Leitheoiri-Liofa-27.9.24-2.pdf
Duranovic, M., Dedeic, M., & Gavrić, M. (2015). Dyslexia and visual-spatial talents. Current Psychology, 34, 207-222.
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary educational psychology, 61, 101859.
Educational Research Centre (ERC). (2024, Samhain). Measúnú agus Diagnóisic Litearthachta don Iar-bhunscoil – Caighdeánú Gaeilge. https://www.erc.ie/programme-of-work/measunu-agus-diagnoisic-litearthachta-don-iarbhunscoil-ghaeilge-standardisation-mdli-g/
Educational Research Centre. (2024, Samhain). Tests of Early Literacy and Numeracy. https://www.erc.ie/2024/02/23/earlytests/
Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001b). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of educational research, 71(3), 393-447.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub‐Zadeh, Z., & Shanahan, T. (2001a). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta‐analysis. Reading research quarterly, 36(3), 250-287.
Fey, M. E., Catts, H. W., Proctor-Williams, K., Tomblin, J. B., & Zhang, X. (2004). Oral and written story composition skills of children with language impairment. Journal of Speech, Language & Hearing Research, 47 (6), 1301-1317.
Frith, U. (2001). What framework should we use for understanding developmental disorders? Developmental neuropsychology, 20(2), 555-563.
Galuschka, K., Ise, E., Krick, K., & Schulte-Körne, G. (2014). Effectiveness of treatment approaches for children and adolescents with reading disabilities: a meta-analysis of randomized controlled trials. PloS one, 9(2), e89900.
Genesee, F. (1978). A longitudinal evaluation of an early immersion school program. Canadian Journal of Education/Revue canadienne de l'éducation, 31-50.
Genesee, F., and T. Fortune. 2014. “Bilingual Education and at-Risk Students.” Journal of Immersion and Content-Based Language Education 2 (2): 196–209.
Gibson, S., & Kendall, L. (2010). Stories from school: Dyslexia and learners' voices on factors impacting on achievement. Support for learning, 25(4), 187-193.
Hannell, G. (2013). Identifying Special Needs: Checklists for profiling individual differences. Routledge.
Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: insights from connectionist models. Psychological review, 106(3), 491
Hornstra, L., Denessen, E., Bakker, J., Van Den Bergh, L., & Voeten, M. (2010). Teacher attitudes toward dyslexia: Effects on teacher expectations and the academic achievement of students with dyslexia. Journal of learning disabilities, 43(6), 515-529.
Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. Advances in psychology, (94), 7-84. North-Holland.
Morais, J., Alegría, J., & Content, A. (1987). The relationships between segmental analysis and alphabetic literacy: An interactive view. Cahiers de psychologie cognitive, 7(5), 415-438
Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of dyslexia, 49(1), 283-306.
Morfidi, E., Van Der Leij, A., De Jong, P. F., Scheltinga, F., & Bekebrede, J. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and writing, 20, 753-784.
Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children's reading skills and reading motivation? Exceptional children, 73(2), 165-183.
Murphy, D., & Travers, J. (2012). Including young bilingual learners in the assessment process: A study of appropriate early literacy assessment utilising both languages of children in a Gaelscoil. Special and inclusive education: A research perspective, 167-185.
Murtagh, L., & Seoighe, A. (2022). Educational psychological provision in Irish‐medium primary schools in indigenous Irish language speaking communities (Gaeltacht): Views of teachers and educational psychologists. British Journal of Educational Psychology, 92(4), 1278-1294.
Myers, A. 2009. Achievement of Children Identified with Special Needs in two-way Spanish Immersion Programs. Tráchtas dochtúireachta neamhfhoilsithe. George Washington University, Washington, DC
Nic Aindriú, S. (ag na clódóirí). A comparison of the prevalence and types of special educational needs in Irish immersion and Gaeltacht post-primary schools in the Republic of Ireland. Encyclopedia.
Nic Aindriú, S., & Ó Duibhir, P. (2023). The Challenges Facing Irish-Medium Primary and Post-Primary Schools When Implementing a Whole-School Approach to Meeting the Additional Education Needs of Their Students. Education Sciences, 13(7), 671.
Nic Aindriú, S., Ó Duibhir, P., & Travers, J. (2021). A survey of assessment and additional teaching support in Irish immersion education. Languages, 6(2), 62.
Nic Aindriú, S., Ó Duibhir, P., & Travers, J. (2020). The prevalence and types of special educational needs in Irish immersion primary schools in the Republic of Ireland. European Journal of Special Needs Education, 35(5), 603-619.
Novita, S. (2016). Secondary symptoms of dyslexia: A comparison of self-esteem and anxiety profiles of children with and without dyslexia. European journal of special needs education, 31(2), 279-288.
Parsons, C. E., & Lyddy, F. (2016). A longitudinal study of early reading development in two languages: comparing literacy outcomes in Irish immersion, English medium and Gaeltacht schools. International Journal of Bilingual Education and Bilingualism, 19(5), 511-529.
Patton, R., & Mathews, E. (2020). Principals’ attitudes towards the suitability of Irish language immersion education for children with dyslexia. TEANGA, the Journal of the Irish Association for Applied Linguistics, 27, 22-43.
Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385-413.
Peterson, R. L., & Pennington, B. F. (2015). Developmental dyslexia. Annual review of clinical psychology, 11(1), 283-307.
Protopapas, A., Fakou, A., Drakopoulou, S., Skaloumbakas, C., & Mouzaki, A. (2013). What do spelling errors tell us? Classification and analysis of errors made by Greek schoolchildren with and without dyslexia. Reading and Writing, 26(5), 615-646.
Rappolt-Schlichtmann, G., Boucher, A. R., & Evans, M. (2018). From deficit remediation to capacity building: Learning to enable rather than disable students with dyslexia. Language, speech, and hearing services in schools, 49(4), 864-874.
Reid, G. (2012). Dyslexia and inclusion: classroom approaches for assessment, teaching and learning. Routledge.
Reid, G. (2009). Dyslexia: A practitioner's handbook. John Wiley & Sons
Robertson, E. K., & Joanisse, M. F. (2010). Spoken sentence comprehension in children with dyslexia and language impairment: The roles of syntax and working memory. Applied Psycholinguistics, 31(1), 141-165.
Schumacher, J., Hoffmann, P., Schmäl, C., Schulte-Körne, G., & Nöthen, M. M. (2007). Genetics of dyslexia: the evolving landscape. Journal of medical genetics, 44(5), 289-297.
Serrano, F., & Defior, S. (2008). Dyslexia speed problems in a transparent orthography. Annals of dyslexia, 58(1), 81.
Seymour, P. H., Aro, M., Erskine, J. M., & COST, A. A8 network.(2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.
Share, D. L. (2021). Common misconceptions about the phonological deficit theory of dyslexia. Brain Sciences, 11(11), 1510.
Silliman, E. R., Bahr, R. H., & Peters, M. L. (2006). Spelling patterns in preadolescents with atypical language skills: Phonological, morphological, and orthographic factors. Developmental Neuropsychology, 29(1), 93-123.
Stenson, N., & Hickey, T. (2019). Understanding Irish spelling: A handbook for teachers and learners. An Chomhairle Um Oideachas Gaeltachta agus Gaelscolaíochta. https://www.cogg.ie/wp-content/uploads/Understanding-Irish-Spelling-A-Handbook-for-Teachers-and-Learners-by-Dr.-Nancy-Stenson-and-Dr.-Tina-Hickey.pdf
Stenson, N., & Hickey, T. M. (2016). When regular is not easy: Cracking the code of Irish orthography. Writing Systems Research, 8(2), 187-217.
Sukhera, J. (2022). Narrative reviews: flexible, rigorous, and practical. Journal of graduate medical education, 14(4), 414-417. https://doi.org/10.4300/jgme-d-22-00480.1
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and special education, 25(4), 252-261. Thomas & Collier (2010). English Learners in North Carolina Dual Language Programs: Year 3 of this Study: School Year 2009-2010: Executive Summary Prepared for the North Carolina Department of Public Instruction.
Tod, J. (2000). Individual Education Plans (IEPs): Dyslexia. David Fulton Publishers.
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of child psychology and psychiatry, 45(1), 2-40.
Wynne, R., McAnaney, D., Mac Keogh, T., Stapleton, P., Delaney, S., Dowling, N., & Jeffares, I. (2016). Assistive technology/equipment in supporting the education of children with special educational needs–what works best. National Council for Special Education.
Zabala, J. S. (2020). The SETT framework: A model for selection and use of assistive technology tools and more. In Assistive technology to support inclusive education. Emerald Publishing Limited.
Ziegler, J. C., Bertrand, D., Tóth, D., Csépe, V., Reis, A., Faísca, L., ... & Bloomers, L. (2010). Orthographic depth and its impact on universal predictors of reading: A cross-language investigation. Psychological science, 21(4), 551-559.
Zoccolotti, P. (2022). Success is not the entire story for a scientific theory: The case of the Phonological Deficit Theory of dyslexia. Brain Sciences, 12(4), 425.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 REACH: Journal of Inclusive Education in Ireland
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright Notice
Authors contributing to REACH: Journal of Inclusive Education in Ireland retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons Attribution- NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License allowing third parties to share, copy and redistribute the material in any medium or format under the following terms:
- Attribution (BY): You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- NonCommercial (NC): You may not use the material for commercial purposes.
- NoDerivatives (ND): If you remix, transform, or build upon the material, you may not distribute the modified material.
Learn more about Creative Commons licensing.
