ABSTRACT
I ntroduction Dyslexia is not widely recognised by teachers in Poland. This is very likely due to lack of appropriate training and knowledge of the most recent advances in the field as has been revealed in a survey conducted by the author (Nij akowska 1 999). Additionally it has been indicated by several authors that dyslexic students may encounter difficulties in EFL learning (Bogdanowicz 1 994; Brejnak and Zablocki 1 999; Ott 1 997 ; Ganschow et al. 1 998a; Sparks 1 995 ; Sparks and Ganschow 1 993b; Sparks et al. 1 989, 1 992, 1 998 ; Mickiewicz 1 995) . The Linguistic Coding Differences Hypothesis (LCDH) developed by Ganschow and Sparks suggests that dyslexic learners may experience difficulties in three components of linguistic coding - phonological, syntactic and semantic.
