ABSTRACT
This chapter describes some evidence-supported interventions that are important for helping dyslexics learning English as a second language to acquire literacy skills. It focuses on the assumption that dyslexia defined as a severe difficulty with the accuracy and/or fluency of reading words and/or pseudowords. Word recognition and pseudoword reading accuracy and fluency are always measured against age norms. In North America people who have a native language other than English are sometimes given the label English as Second Language (ESL) or English Language Learners (ELL), and believe that the British term English as an Additional Language (EAL) is more appropriate. Syntactic skills refer to the awareness of the underlying grammatical structure of the language. Morphological skills in general refer to the understanding of prefixes, suffixes, and roots in a language. The most useful and efficient tasks are involved letter and word identification from the Wide Range Achievement Test (WRAT) and phonological awareness tasks, involving phoneme identification and phoneme segmentation.
