Papers by Shirin Mohamadzadeh
![Research paper thumbnail of A Qualitative Analysis of the Language Learning Experiences of Students with Dyslexia [Persian]](https://attachments.academia-assets.com/60838614/thumbnails/1.jpg)
Objective: Although certain dimensions of foreign language learning in dyslexia have already been... more Objective: Although certain dimensions of foreign language learning in dyslexia have already been examined in the literature, no study has yet explored the language learning experiences of Iranian students with dyslexia, and parents' views of the language learning experience of their children has also been neglected in the international literature despite its importance. The present study aimed to present a qualitative analysis of these experiences. Method: The present study was part of a larger project aiming to teach English as a foreign language using the multisensory phonics method to Iranian students with dyslexia. In this study, following the educational course, semi-structured interviews were conducted with nine participants, including five students with dyslexia and four mothers, selected via convenience sampling. Interviews were transcribed, translated into English, and analyzed in MAXQDA 2018 using thematic analysis in order to extract emergent sub-themes which were eventually subsumed under 10 themes. Moreover, a systematized review was conducted on articles published in scientific journals focusing on dyslexia and problems in learning a foreign language. Results and Conclusion: Results of the systematized review indicated that the most prominent problems faced by students with dyslexia learning a foreign language are problems with spelling, reading, grammar, and memorizing vocabulary. Furthermore, based on the analysis of interviews, students disliked their English learning experience at school, whereas both students and their mothers witnessed the efficiency of multisensory phonics instruction for English. Moreover, the mothers judged their mothering experience to be difficult since their mother-child relationship was occasionally strained. Finally, mismatches were observed between the students' and mothers' views in certain cases.
Reading & Writing Quarterly, 2019
Dyslexia diagnosis and intervention in the first language (L1) has a long history, whereas the fo... more Dyslexia diagnosis and intervention in the first language (L1) has a long history, whereas the foreign and second language (L2) learning aspects of dyslexia have largely been neglected. Thus, the present study aimed to provide intervention in English as a foreign language through multisensory phonics instruction to Iranian Persian–speaking students with dyslexia in order to examine the effects of the noted instruction on their L1 and L2 performance, checked using similar tests of L1 and L2 reading and phonological awareness. Results revealed that instruction in L2 enhanced students’ performance in both languages, supporting the Linguistic Interdependence Hypothesis, and certain features of L1 orthography led to specific problems in L2, casting doubt on the accuracy of the Script Dependence Hypothesis.
Objective: The present study aimed to examine the process of teaching English as a foreign langua... more Objective: The present study aimed to examine the process of teaching English as a foreign language to students with special needs (hearing impairment, visual impairment, autism spectrum, intellectual disabilities, specific learning disorder, speech and language impairment, emotional and behavioral disorders, physical and mobility impairment, and multiple disabilities). Method: The present descriptive-analytical study retrieved relevant studies dating from 1964 to 2017 available on Google Scholar, Scientific Information Database, and the Comprehensive Portal of Humanities using the secondary research method. Afterwards, the selected studies were reviewed, analyzed, and categorized. Results & Conclusion: There are specific strategies and methods of teaching English as a foreign language to each group of students with special needs. These include the application of the visual approach for teaching vocabulary (for students with hearing impairment); use of print or English Braille (for those with visual impairment); repetition of activities (for those with autism spectrum); application of the communicative approach, lexical approach, and total physical response (for those with intellectual disabilities); use of multisensory and phonics approaches (for those with specific learning disorder); incorporation of speech-language therapy techniques and adaptation of educational content (for those with language and communication difficulties); application of behavioral interventions in the classroom (for those with emotional and behavioral disorders); facilitation of access to educational equipment (for those with physical and mobility impairment); and focus on general communication and adaptive abilities (for those with multiple disabilities). The English teaching program in Iran should be compatible with the abilities of students with special needs. Therefore, it is necessary to modify and localize teaching materials and provide educational supports.
Applied Research on English Language, Jul 15, 2013
works on genre analysis, studies on different sections of Research Articles (RAs) in various lang... more works on genre analysis, studies on different sections of Research Articles (RAs) in various languages and fields abound; however, only scant attention has been directed toward abstracts written in Persian, and in the field of literature. Moreover, claims made by regarding the correspondence of two types of abstracts with different models, and by Martin concerning the influence of sociocultural factors on the way writers write needed evaluation. To fill this gap, 90 English and Persian abstracts written in the field of literature, by English and Persian native speakers, were analyzed based on the IMRD (Introduction, Method, Results, and Discussion) and CARS (Create A Research Space) models. The results demonstrated that literature RA writers generally focus on Introduction and Results, neglect Method and Discussion, and do not mention the niche in previous related work; secondly, although none of the models were efficient, literature abstracts generally matched CARS more than IMRD; and thirdly, abstracts written by Persian native speakers had minor deviations from both the Persian and the international norms, and exhibited a standard of their own. The present study also discusses steps which the models fail to predict. In addition, it offers a number of pedagogical implications for TEFL, especially for the writing skill.
Uploads
Papers by Shirin Mohamadzadeh