Research in the academic field of Latin and dyslexia is sparse, often outdated, and largely consists of teachers' informal observations, thus lacking empirical evidence. This mixed-methods study aims to address a gap in the literature, exploring the experiences of secondary students with dyslexia learning Latin, French, or Spanish while examining the relationships between dyslexia and examination results in those languages. After purposive sampling, semi-structured interviews with seven dyslexic students, aged 16 to 29, were conducted and 349 GCSE and IB grades, of which 51 were of dyslexic students, were collected from two secondary schools. Reflexive thematic analysis of the interviews revealed seven themes: accessibility, benefits, challenges and barriers, class size, methods and strategies, motivation, and strengths. The results of three chi-square tests showed no significant association for Latin or Spanish, but a significant association between dyslexia and examination results in French. Whereas positive learning experiences for students with dyslexia hinged on the appropriate teaching method and the perceived support rather than the language per se, higher exam achievements were also dependent on the level of orthographic transparency but not on the degree of orality of the language learnt. Future research in the field should explore the experiences and achievements of students at different educational stages and with different learning difficulties doing Latin.

中文翻译：

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一项针对学习拉丁语或现代外语的有阅读障碍的中学生的调查

拉丁语和阅读障碍学术领域的研究很少，而且往往已经过时，并且主要由教师的非正式观察组成，因此缺乏经验证据。这项混合方法研究旨在弥补文献中的空白，探索患有阅读障碍的中学生学习拉丁语、法语或西班牙语的经历，同时检查阅读障碍与这些语言考试成绩之间的关系。经过有目的抽样，对七名年龄在 16 岁至 29 岁之间的诵读困难学生进行了半结构化访谈，并从两所中学收集了 349 名 GCSE 和 IB 成绩，其中 51 名是诵读困难学生。对访谈的反思性主题分析揭示了七个主题：可及性、好处、挑战和障碍、班级规模、方法和策略、动机和优势。三个卡方检验的结果显示，拉丁语或西班牙语没有显着关联，但阅读障碍和法语考试结果之间存在显着关联。而患有阅读障碍的学生的积极学习体验取决于适当的教学方法和感知到的支持，而不是语言本身，较高的考试成绩也取决于拼写透明度的水平，而不取决于所学语言的口语程度。该领域未来的研究应该探索不同教育阶段和不同学习困难的学生学习拉丁语的经历和成就。