Sensory preferences of dyslectic students and relevant teaching methods (the case of foreign language learning)

Abstract

The study contains a description of the dyslectic student’s difficulties occurring in learning foreign languages, that overlap on the symptoms of dyslexia diagnosed in earlier stages of education. As an adult, the student trained a number of foreign language learning strategies and also how to cope with difficulties. The analysis carried out during the research indicates his sensory learning preferences and the used strategies (not always in line with the preferences). This is the basis for proposing changes in the organization of the learning process and student’s work.