Teaching an FL to students with ADHD

Teaching foreign languages to students with specific learning difficulties or differences (SpLDs) is challenging because these students have highly individualised learning needs, which stem from the complexity and comorbidity of these difficulties. To respond appropriately, teachers need to consider a range of approaches and classroom accommodations to ensure effective foreign language learning. Dyslexia, as the most commonly occurring SpLD, has received a lot of attention in the current literature, but less attention has been given to the challenges presented by Attention Deficit/Hyperactivity Disorder (ADHD), especially for developing skills in a foreign language. This paper outlines potential approaches, including Multisensory Structured Learning, and accommodations that can be applied in teaching a foreign language to students with ADHD in a classroom setting. The focus was given to English as a foreign language

Age effect on spelling development in dyslexic Croatian English as a Foreign Language (EFL) learners

This paper considers spelling skills development in English as a Foreign Language (EFL) of two dyslexic Croatian learners of different ages. The data was collected when the participants received instruction based on an explicit approach and after this period, when no such instruction was provided. To discuss the differences between the participants, the misspelling data has been presented qualitatively to track developmental trajectories. Also, the quantitative approach was used to examine the need for overlearning and the effect of the instruction on long-term retrieval. The findings suggest that spelling development in Croatian dyslexic EFL learners is progressive, and cannot be considered stage-like but rather as a dynamic process, in which individual differences may play a significant role

The cognitive effects of ADHD on learning an additional language

In recent years Specific Learning Difficulties (SpLDs) in the context of learning and teaching a foreign or second language, or an Additional Language (AL), have been widely discussed. The main focus has been given to dyslexia (e.g., Kormos, 2017; Kormos & Smith, 2012; Łodej, 2016; Nijakowska, 2010) due to its frequent occurrence and evident manifestations in literacy development. Attention deficit/hyperactivity disorder (ADHD) has been discussed only to some extent and mainly in the comorbidity with dyslexia. Therefore, the aim of this paper is to discuss potential cognitive effects ADHD may have on the development of specific language skills in AL with a clear distinction between inattention and hyperactivity/impulsivity to direct potential research in the field and to inform AL instruction. This paper also provides substantial information about ADHD in the light of the recent change in its definition and classification

MULTISENSORY STRUCTURED LEARNING IN LIGHT OF AGE FACTOR: VOCABULARY DEVELOPMENT IN CROATIAN ENGLISH AS A FOREIGN LANGUAGE LEARNERS WITH DYSLEXIA

This longitudinal case study (two years and seven months) that involved two learners with dyslexia of different ages aimed to investigate the benefit of the Multisensory Structured Learning (MSL) approach in vocabulary learning in English as a foreign language (EFL). The results showed that MSL is an approach that could improve vocabulary learning in a foreign language (FL) in learners with dyslexia of different ages. However, age is a salient factor. The results corroborate previous findings on the effect of MSL and add to the literature in the field with new findings on the impact of the age factor. The pedagogical implications of the study stress the importance of incorporating a structured, explicit, and multisensory approach into a regular classroom to help learners with dyslexia overcome their difficulties with FL learning

Brain oxygenation monitoring

Održavanje adekvatne opskrbe mozga kisikom sukladno metaboličkim potrebama ključan je korak u zbrinjavanju pacijenta s akutnom ozljedom mozga u okviru Jedinice intenzivnog liječenja (JIL), bilo da se radi o pacijentima s traumatskom ozljedom mozga (eng. Traumatic brain injury, TBI), intracerebralnim (ICH) ili subarahnoidalnim krvarenjem (SAH), odnosno o perioperativnom zbrinjavanju pacijenata u okviru neurokirurških, kardiokirurških ili zahvata vaskularne kirurgije. Ti su pacijenti pod povećanim rizikom razvoja sekudarne ozljede mozga posljedično hipoksiji i ishemiji. Upravo je s ciljem sprječavanja sekundarne ozljede mozga započeto s monitoriranjem moždane oksigenacije. Dostupne se metode mogu podijeliti na neinvazivne – trenutno je jedina dostupna near-infracrvena spektroskopija (NIRS), i invazivne poput monitoriranja jugularne venske saturacije kisikom (SjvO2) i monitoriranja parcijalnog tlaka kisika u moždanom parenhimu (PtiO2). Svaka od metoda ima svoje prednosti, ali i nedostatke, uz mjesto u kliničkom radu, te će isti uz opis metode i kliničku primjenu biti prikazani u ovome radu.Maintaining an adequate oxygen supply to the brain in accordance with metabolic needs is a key step in the management of patients with acute brain injury in the Intensive Care Unit (ICU), whether they are patients with traumatic brain injury (TBI), intracerebral (ICH) or subarachnoid hemorrhage (SAH), or during the perioperative care of patients in whom neurosirguical, cardiosurgical or vascular surgery procedures are planned. These patients are at increased risk of developing secondary brain injury as a result of hypoxia and ischemia. Brain oxygenation monitoring was developed with the aim of preventing secondary brain injury. Available methods can be divided into non-invasive – currently the only one available is near-infrared spectroscopy (NIRS), and invasive such as monitoring of jugular venous oxygen saturation (SjvO2) and monitoring of the partial pressure of oxygen in the brain parenchyma (PtiO2). Each of the methods has its own advantages and disadvantages, with its purpose in clinical setting, and the same will be presented in this paper along with the description of the method and its clinical application

The Detrital Versus Authigenic Origin and Provenance of Mineral Particles in Mesozoic Carbonates of Central Croatian Karst Area

In 1911, Tucan studied the insoluble residue of limestones and dolomites from the Croatian karst realm, and compared it to the composition of terra rossa and bauxite. He concluded that the insoluble residue represented the source material for terra rossa and bauxite, and that these materials in carbonates are authigenic in origin. The provenance study of non-carbonate minerals and other particles based on TUCAN’s (1911) analytical material, stored in Croatian Natural History museum in Zagreb, suggests that they are partly detrital, and partly authigenic in origin