This term paper deals with the question, how English as a foreign language teachers (in the following EFL-teachers) can support students with ADHD of a sixth class with reading comprehension. The focus while doing so will be on the state of knowledge of a sixth class of a Realschule in Lower Saxony.
Die Arbeit stellt die Schwierigkeiten dar, die Schüler*innen mit der Aufmerksamkeitsdefizit-/ Hyperaktivitätsstörung (ADHS) der sechsten Klasse im Englischunterricht (EFL) haben könnten (bezüglich des Leseverstehens) und erläutert daraufhin Möglichkeiten, wie die Schüler*innen in den Unterricht und dem Erwerben des Leseverstehens inkludiert werden können.
Table of Contents
1. Introduction
2. Definition: ADHD
3. Definition: Reading Comprehension of a Sixth Class
3.1 Curriculum
3.2 Common European Framework of Reference for Languages (CEFR)
4. Difficulties of Students with ADHD regarding Reading Comprehension
5. Possibilities of EFL-Teachers to Support the Reading Comprehension of Students with ADHD
5.1 Lessons
5.2 Methods and Measures
5.3 Behaviour and Role of the Teacher
6. Conclusion
7. Works Cited
Objectives and Topics
This term paper explores how English as a Foreign Language (EFL) teachers can effectively support sixth-grade students diagnosed with ADHD in improving their reading comprehension skills, specifically within the educational context of a Realschule in Lower Saxony.
- Theoretical definitions of ADHD and reading comprehension
- Challenges faced by students with ADHD in foreign language reading
- Classroom management and lesson structuring for ADHD learners
- Pedagogical methods and teacher-student relationship dynamics
Excerpt from the Book
5.1 Lessons
For students with the attention deficit hyperactivity disorder it would be optimal, if every school day looks the same. Even if this is impossible, the lessons can follow a clear and structured pattern to make it easier for them, due to their less self-regulation and self-structuring (Niehage, & Schäfer, 2012; Hoberg, 2013).
In general, the lessons should be divided at least into three phases to present the students with ADHD a clear structure: a warm-up, a working phase and a cool-down. Further changes in the lesson should follow a recurring rhythm. For instance, after a new topic is introduced in the plenum, always a practical unit follows, or the lesson starts (warm-up) and ends (cool-down) with a song the children know. The transitions should be loudly, clearly and on time announced by the teacher. She or he could also make use of optical signals, like pictograms on the board (Hoberg, 2013).
Due to the distractibility of students with the attention deficit, they need a seat in the classroom with less auditory and visual distraction potential, to make it is easier for them to keep their focus on the task or text. In addition, it could be helpful if the student with ADHD sits near the teacher, to address complications easily and quickly. Also, the seat of the student needs to have a good visibility to the board and further relevant information, like the class rules (Mackowiak, & Schramm, 2016).
Summary of Chapters
1. Introduction: The introduction presents the topic of supporting ADHD students in foreign language reading comprehension and outlines the focus on sixth-grade Realschule students in Lower Saxony.
2. Definition: ADHD: This chapter defines ADHD as a neurobiological dysfunction and explains its three core symptoms—inattentiveness, impulsiveness, and hyperactivity—and their impact on school performance.
3. Definition: Reading Comprehension of a Sixth Class: The chapter clarifies reading comprehension as a complex cognitive skill and links it to the specific curriculum requirements for sixth-grade English learners in Lower Saxony and the CEFR standards.
4. Difficulties of Students with ADHD regarding Reading Comprehension: This section discusses the specific obstacles ADHD students face, such as working memory limitations and difficulty decoding texts, which hinder successful reading.
5. Possibilities of EFL-Teachers to Support the Reading Comprehension of Students with ADHD: This comprehensive chapter details strategies for lesson design, specific teaching methods like "traffic light reading," and the importance of the teacher's role and behavior.
6. Conclusion: The conclusion synthesizes the findings, noting that while various options exist to support these students, the practical implementation remains a significant challenge for individual teachers.
Keywords
ADHD, EFL-teaching, reading comprehension, sixth grade, Realschule, inclusion, lesson planning, attention deficit, working memory, pedagogical strategies, classroom management, learning impairments, CEFR, teaching methods, teacher role
Frequently Asked Questions
What is the primary focus of this paper?
The paper examines how EFL teachers can provide support to sixth-grade students with ADHD to improve their reading comprehension skills.
What are the core symptoms of ADHD relevant to the classroom?
The core symptoms are inattentiveness, impulsiveness, and hyperactivity, which often manifest as distractibility and restlessness in a school setting.
What is the main pedagogical challenge for teachers discussed here?
The main challenge is addressing the individual needs of students with ADHD within a heterogeneous classroom while fulfilling standard curriculum and CEFR requirements.
What methods are suggested to foster reading comprehension?
Suggested methods include "paired reading," "traffic light reading," using larger fonts on colored paper, and allowing the use of a finger or ruler as a guide.
What role does the teacher play in the success of these students?
The teacher acts as a crucial support figure by providing structure, positive reinforcement, clear communication, and creating a calm, predictable classroom atmosphere.
Why is learning a foreign language particularly difficult for ADHD students?
It is difficult due to the combined burden of existing reading impairments in their mother tongue and the inherent complexity of acquiring a new language.
How does the author view the feasibility of these strategies in German schools?
The author argues that while these strategies are theoretically sound, they often remain a utopia in practice without the support of a second teacher or educational specialist.
Why are "traffic light reading" and "paired reading" highlighted?
These methods are highlighted because they provide structure, facilitate active engagement with the text, and help students monitor their own understanding of vocabulary.
- Arbeit zitieren
- Anonym (Autor:in), 2020, Students with ADHD. How can EFL-Teachers Support them with Reading Comprehension?, München, GRIN Verlag, https://www.grin.com/document/1214508
