Supporting learners with dyslexia in the ELT classroom /
Daloiso, Michele,
Supporting learners with dyslexia in the ELT classroom / Michele Daloiso. - viii, 205 pages : illustrations ; 26 cm. - Oxford Handbooks for Language Teachers . - Oxford handbooks for language teachers. .
Includes bibliographical references and index.
Machine generated contents note: 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 reading Note 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 alphabet Note 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.
9780194403320 0194403327
2017385809
GBB766065 bnb
018298318 Uk
English language--Study and teaching--Foreign speakers.
Dyslexia.
Dyslexic children--Education.
Dyslexia.
Dyslexic children--Education.
English language--Study and teaching--Foreign speakers.
PE1128 / .A2 D34 2017
Supporting learners with dyslexia in the ELT classroom / Michele Daloiso. - viii, 205 pages : illustrations ; 26 cm. - Oxford Handbooks for Language Teachers . - Oxford handbooks for language teachers. .
Includes bibliographical references and index.
Machine generated contents note: 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 reading Note 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 alphabet Note 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.
9780194403320 0194403327
2017385809
GBB766065 bnb
018298318 Uk
English language--Study and teaching--Foreign speakers.
Dyslexia.
Dyslexic children--Education.
Dyslexia.
Dyslexic children--Education.
English language--Study and teaching--Foreign speakers.
PE1128 / .A2 D34 2017