Dyslexia and dictionary access: issues in dictionary typology

Abstract

The present work is developed according to educational research since it is based on the analysis of three different dictionary typologies (a paper-based dictionary, an online dictionary and a CR-ROM dictionary). The analysis above mentioned is followed by a case study in which a dyslexic student takes part in order to show which of the previously stated dictionary typologies could be the most useful for dyslexic students. After that, we collect data to draw a conclusion later on. Furthermore, some suggestions for further research are made to promote future studies regarding lexicography and dyslexia. Our purposes through this work are to provide the most appropriate and most helpful dictionary typology for dyslexic students. In addition, we want to make easier the work of future teachers so that they know which tools provide to dyslexic students and face dyslexic issues more efficiently. Likewise, we want to raise awareness of the impact of dyslexia in our society and the importance that dictionaries may have in the language learning process of dyslexic students. Hence, we would like to participate in the process of instilling the habit of using dictionaries in classrooms since they are only since as simple information sources nowadays and, in fact, they are very powerful tools to improve on English and, at the same time, on dyslexia.