Supporting learners with dyslexia in the ELT classroom
Michele Daloiso
Bok · Engelsk · 2017
| Utgitt | Oxford : Oxford University Press , 2017
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| Omfang | VIII, 205 s. : ill.
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| Opplysninger | 1.Literacy and dyslexia: an overview -- Introduction -- How do we learn to read in our first language? -- Key factors for successful reading acquisition -- Learning to `decipher' words -- From decoding to comprehension -- What is dyslexia? -- Dyslexia, a definition -- Stereotypes about dyslexia -- Dyslexia across languages -- What causes dyslexia? -- Dyslexia and the brain -- Dyslexia and the mind -- Dyslexia and behaviour -- Dyslexia and the context -- Summary -- Keys to activities -- Suggestions for further reading -- 2.Dyslexia and English as a foreign language -- Introduction -- Emotional factors -- Motivation -- Foreign language anxiety -- Cognitive factors -- Cognitive load -- Language learning aptitude -- Language learning preferences -- Linguistic factors -- First language versus foreign language context -- Foreign language learning profile of learners with dyslexia -- Summary -- Keys to activities -- Suggestions for further readingNote continued: 3.Methodological guidelines for accessible language teaching -- Introduction -- What do we mean by `language teaching accessibility'? -- What does `accessible' mean? -- Accessibility in the EFL classroom -- Language Teaching Accessibility Theory -- Accessibility in traditional EFL approaches -- Strengths and barriers in classic EFL approaches -- General principles for accessible teaching practice -- Applying the principles of accessibility -- Lesson planning -- Evaluating teaching materials -- Working on classroom climate -- Summary -- Keys to activities -- Suggestions for further reading -- 4.Working on sounds and letters -- Introduction -- The importance of teaching sounds and letters -- Scientific facts to consider -- Phonological and orthographic work in mainstream EFL classes -- Strategics for phonological work -- Implicit phonological awakening -- Explicit phonological awakening -- Strategies for orthographic work -- Introducing the alphabetNote continued: Working on spelling patterns -- nummary -- Keys to activities -- Suggestions for further reading -- 5.Developing communicative skills -- Introduction -- Oral language -- Listening -- Speaking -- Written language -- Reading -- Writing -- Dealing with vocabulary and grammar -- Vocabulary -- Grammar -- Summary -- Keys to activities -- Suggestions for further reading -- 6.Accessible language testing and assessment -- Introduction -- Classroom-based assessment -- Formal assessment -- Informal assessment -- Providing feedback -- Official examinations -- Accommodations to presentation format -- Accommodations to response format -- Accommodations to administration procedures -- Summary -- Keys to activities -- Suggestions for further reading.. - Areas covered include: the nature and causes of dyslexia, emotional, cognitive, and linguistic factors connected to dyslexia and English as a foreign, second, or other language Methodological guidelines for making English language teaching accessible for learners with dyslexia strategies for phonological and orthographic work developing communicative skills in oral and written language accessible language testing and assessment in classroom-based and official contexts
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| Emner | Dyslexia
Dyslexic children - Education English language - Study and teaching - Foreign speakers engelsk språk språkundervisning dysleksi |
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| ISBN | 978-0-19-440332-0 : GB£ 30,70
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