COGNITIVE NEUROPSYCHOLOGICAL PROCESSES, LANGUAGE LEARNING DISORDERS AND TASK-INTEGRATED PAIR READING: EVIDENCE FROM DYSLEXIC EFL LEARNERS' WORD DECODING IMPAIRMENT

The present classroom-based quasi-experimental study has a shot at exploring and outlining developmental cognitive disorders in dyslexic EFL learners. The study follows a two-group pretest, treatment, post-test design and focuses on the different ways in which task-integrated partner reading activities are presented to dyslexic learners. The study documented 30 low-intermediate dyslexic Iranian EFL learners with the same proficiency level measured by an OPT test. The participants were randomly assigned to an experimental and a control group that were exposed to task-integrated partner reading activities and traditional instruction respectively. Analysis of the data obtained from independent-samples t-test indicated that the participants of the experimental group improved in the four tested areas, and that there were significant quantitative and statistical differences in the output of participants from the two different groups, with learners who participated in the experimental group outperforming and incorporating significantly better reading skills in the posttest than learners from the control group.