Cognitive skills in bilingual students with dyslexia

General data

Course ID:	2500-EN-COG-F17
Erasmus code / ISCED:	14.4 Kod klasyfikacyjny przedmiotu składa się z trzech do pięciu cyfr, przy czym trzy pierwsze oznaczają klasyfikację dziedziny wg. Listy kodów dziedzin obowiązującej w programie Socrates/Erasmus, czwarta (dotąd na ogół 0) – ewentualne uszczegółowienie informacji o dyscyplinie, piąta – stopień zaawansowania przedmiotu ustalony na podstawie roku studiów, dla którego przedmiot jest przeznaczony. / (0313) Psychology The ISCED (International Standard Classification of Education) code has been designed by UNESCO.
Course title:	Cognitive skills in bilingual students with dyslexia
Name in Polish:	Cognitive skills in bilingual students with dyslexia
Organizational unit:	Faculty of Psychology
Course groups:
ECTS credit allocation (and other scores):	(not available) Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load. view allocation of credits
Language:	(unknown)
Full description:	Dyslexia is a cognitive disorder of neurological origin which manifests with impaired acquisition of a language system. Irrespective of culturally imposed differences, reading and writing are operationalized by the same biological functions which are defined by the universal perspective. However, language systems differ in terms of their transparency; for example, English and French are considered opaque scripts whereas Polish, Spanish or Italian are described as transparent orthographies. These differences are discussed as part of the language specific perspective. It is therefore plausible for a dyslexic learner to experience reading difficulties differently depending on the language system they study. In this course students will look at the manifestations of dyslexia in bilingual learners with a concentration in students of Polish and English. The cognitive deficits characteristic of dyslexia will be discussed with reference to orthographic systems, psycholinguistic models of reading and subtypes of dyslexia. On the completion of the course, students will be able to trace patterns of dyslexia in bilingual learners, as well as explain and motivate the selection of language interventions tailored to the unique profile of a bilingual student with reading difficulties.
Learning outcomes:	By the end of the course the students should: 1) be able to compare cognitive constraints in first and foreign language learning of students with dyslexia 2) be able to understand the properties of transparent and non-transparent scripts 3) be able to discuss psycholinguistic aspects of reading 4) be able to link reading techniques to dyslexia subtypes 5) be able to identify signs of dyslexia in a bilingual learner of Polish and English 6) be able to validate recommendations included in a dyslexia statement against student's performance in reading in a foreign language

This course is not currently offered.

Course descriptions are protected by copyright.
Copyright by University of Warsaw.