A case study of dyslexic students and the FCE B2 Certificate

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dc.contributor.advisorΚατσής, Αθανάσιος
dc.contributor.authorΓεροντάκου, Ελένη
dc.contributor.committeeΔημόπουλος, Κωνσταντίνος
dc.contributor.committeeΤσακίρη, Δέσποινα
dc.contributor.departmentΤμήμα Κοινωνικής και Εκπαιδευτικής Πολιτικήςel
dc.contributor.facultyΣχολή Κοινωνικών και Πολιτικών Επιστημώνel
dc.contributor.masterΕκπαιδευτικά Προγράμματα και Υλικό: Τυπική, Άτυπη και από Απόσταση Εκπαίδευσηel
dc.date.accessioned2021-09-06T07:16:38Z
dc.date.available2021-09-06T07:16:38Z
dc.date.issued2020-01
dc.descriptionΑριθμός Εισαγωγής: 013024 cdel
dc.description.abstracttranslatedIn this thesis it is investigated how students with Dyslexia perform while taking an FCE B2 examination. This study is based on three mock (FCE b2) tests for the first certificate which took place in December, February and April 2017. The sample of the study were twenty-four pupils among them were six dyslexic students. The setting was in a private middle school in Athens. The tests were given to the students before their real participation for the Cambridge FCE B2 First Certificate for schools. The aim was to identify whether students with Dyslexia could succeed the FCE B2 exams and in sequence which parts were challenging and might resulted to a failure and how fairly are they assessed when evaluated by a standardized test which is tip tailored for students who do not have any educational difficulties. It is found that although dyslexic students (KEDDY) were trained and supported in the same educational manner with the rest of the class they failed to pass the exams due to their demanding nature which is in contrast with their educational difficulties. The students with dyslexia were given an extra time limit (25 %) which is the accommodation provided to dyslexic students by the Cambridge Assessment English. This study hopes to contribute to the field of Educational, Social policies and Assessment for dyslexic students and suggests a need for more studies on how dyslexic students should be assessed in a foreign/second language or the creation of another type of evaluation that respects their needs. This study was inspired by all students diagnosed with dyslexia who strive to succeed in language certification tests for a better academic future.el
dc.format.extent65el
dc.identifier.urihttps://amitos.library.uop.gr/xmlui/handle/123456789/6099
dc.language.isoenel
dc.publisherΠανεπιστήμιο Πελοποννήσουel
dc.rightsΑναφορά Δημιουργού-Μη Εμπορική Χρήση-Όχι Παράγωγα Έργα 3.0 Ελλάδα*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/gr/*
dc.subjectΑγγλική γλώσσα -- Μελέτη και διδασκαλία -- Περιπτωσιολογικές μελέτεςel
dc.subjectΠαιδιά με μαθησιακές δυσκολίες -- Περιπτωσιολογικές μελέτεςel
dc.subjectΔυσλεξία -- Περιπτωσιολογικές μελέτεςel
dc.subjectΔυσλεκτικά παιδιά -- Εκπαίδευση -- Περιπτωσιολογικές μελέτεςel
dc.subjectΕκπαιδευτική ισότητα -- Ελλάδα -- Περιπτωσιολογικές μελέτεςel
dc.subject.keywordEnglish languageel
dc.subject.keywordDyslexiael
dc.subject.keywordCertificationel
dc.subject.keywordFCE B2 Cambridgeel
dc.subject.keywordExaminationel
dc.subject.keywordForeign language assessmentel
dc.subject.keywordDyslexic studentsel
dc.subject.keywordEducational policiesel
dc.subject.keywordEvaluationel
dc.subject.keywordAcademic performanceel
dc.subject.keywordFairnessel
dc.subject.keywordEqualityel
dc.subject.keywordSocial justiceel
dc.subject.keywordEquityel
dc.titleA case study of dyslexic students and the FCE B2 Certificateel
dc.typeΜεταπτυχιακή διπλωματική εργασίαel

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