Lese-Rechtschreibstörung (LRS) im Sprachenvergleich und im Fremdsprachenunterricht

Abstract

Children with difficulties in reading and spelling who are being raised bilingually present a particular challenge to the professionals assessing and working with them. It must be decided whether the problems are due to a specific developmental disorder of written language or to limited contact with the second language. Language-specific aspects must be considered with regard to both the character of the developmental disorder and the proposed interventions. Speaking more than one language is expected not only of children of immigrants but also of native speakers in foreign language classes. For children with dyslexia the acquisition of a foreign language is especially challenging. Most of these children have difficulties learning to read and spell not only in their mother tongue but also in the new language. Parents need advice on which foreign language would be most suitable for their child to learn and what special techniques would facilitate acquisition of the foreign language. The present paper provides an overview of current knowledge about dyslexia and multilingualism. Recommendations are then made for how best to help chil-dren with dyslexia who are being raised with two languages and also those dyslexic children who are originally monolingual and are beginning foreign language instruction.