Kormos, J. (2017). The second language learning processes of students with specific learning difficulties. New York Routledge.
Kormos, J., & Smith, A. M. (2012). Teaching foreign languages to learners with specific learning differences. Bristol. Multilingual Matters.
Kormos, J., & Kontra, E. H. (Eds.). (2008). Language learners with special needs: An international perspective. Bristol: Multilingual Matters.
Martin, D. (2013). Researching dyslexia in multilingual settings diverse perspectives. Clevedon: Multilingual Matters.
Nijakowska, J. (2010). Dyslexia in the foreign language classroom. Bristol: Multilingual Matters.
General research overview articles
Kormos, J. (2020) Specific learning difficulties in second language learning and teaching. Language Teaching, 1-15.
Kormos, J. (2017). The effects of specific learning difficulties on processes of multilingual language development. Annual Review of Applied Linguistics, 37, 30-44. (open access)
Csizér, K., Kormos, J., & Sarkadi, A. (2010). The dynamics of language learning attitudes and motivation: Lessons from an interview study of dyslexic language learners. The Modern Language Journal, 94(3), 470-487.
Indrarathne, B. (2019). Accommodating learners with dyslexia in English language teaching in Sri Lanka: Teachers’ knowledge, attitudes, and challenges. TESOL Quarterly, 53(3), 630-654.
Kormos, J., Košak Babuder, M., & Pižorn, K. (2019). The role of low-level first language skills in second language reading, reading-while-listening and listening performance: A study of young dyslexic and non-dyslexic language learners. Applied Linguistics, 40(5), 834-858. (open access)
Košak-Babuder, M., Kormos, J., Ratajczak, M., & Pižorn, K. (2019). The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners. Language Testing, 36(1), 51-75. (open access)
Kormos, J., & Nijakowska, J. (2017). Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. Teaching and Teacher Education, 68, 30-41. Link to pre-print version: https://eprints.lancs.ac.uk/id/eprint/87462/1/moocsurveyarticleforPURE.pdf
Kormos, J., & Csizér, K. (2010). A comparison of the foreign language learning motivation of Hungarian dyslexic and non‐dyslexic students. International Journal of Applied Linguistics, 20(2), 232-250.
Kormos, J., Csizér, K., & Sarkadi, A. (2009). The language learning experiences of students with dyslexia: Lessons from an interview study. International Journal of Innovation in Language Learning and Teaching, 3(2), 115-130. Link to pre-print version: https://eprints.lancs.ac.uk/id/eprint/26783/1/dyslexic_language_learners-illtrev.pdf
Nijakowska, J. (2019). Foreign language teachers’ preparedness to cater for special educational needs of learners with dyslexia: A conceptual framework. European Journal of Special Needs Education, 34(2), 189-203. DOI: 10.1080/08856257.2019.1581401
Nijakowska, J., Tsagari, D., & Spanoudis, G. (2018). English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus and Poland. Dyslexia: An International Journal of Research and Practice, 24(4), 357-379. DOI: 10.1002/dys.1598
Kormos, J., & Ratajczak, M. (2019). Time Extension and the Second Language Reading Performance of Children with Different First Language Literacy Profiles. London : The British Council, 2019. 30 p. (ARAGs Research reports) Open access