MARC details
| 000 -LEADER |
|---|
| fixed length control field |
04571cam a2200469 i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
19839266 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20241217082541.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
170726s2017 enka b 001 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2017385809 |
| 015 ## - NATIONAL BIBLIOGRAPHY NUMBER |
|---|
| National bibliography number |
GBB766065 |
| Source |
bnb |
| 016 7# - NATIONAL BIBLIOGRAPHIC AGENCY CONTROL NUMBER |
|---|
| Record control number |
018298318 |
| Source |
Uk |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780194403320 |
| Qualifying information |
(pbk.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0194403327 |
| Qualifying information |
(pbk.) |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)ocn988893907 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
NLE |
| Language of cataloging |
eng |
| Transcribing agency |
Amiu |
| Description conventions |
rda |
| Modifying agency |
OCLCO |
| -- |
OCLCF |
| -- |
OCLCQ |
| -- |
YDX |
| -- |
EQO |
| -- |
AU@ |
| -- |
UKMGB |
| -- |
LTSCA |
| -- |
DLC |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
lccopycat |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
PE1128 |
| Item number |
.A2 D34 2017 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Daloiso, Michele, |
| Relator term |
author. |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Supporting learners with dyslexia in the ELT classroom / |
| Statement of responsibility, etc. |
Michele Daloiso. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Oxford : |
| Name of producer, publisher, distributor, manufacturer |
Oxford University Press, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2017. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
viii, 205 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
26 cm. |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 490 1# - SERIES STATEMENT |
|---|
| Series statement |
Oxford Handbooks for Language Teachers |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
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 |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
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 |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
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. |
| 583 ## - ACTION NOTE |
|---|
| Action |
Cataloging Notes: |
| Time/date of action |
20241217 |
| Action agent |
STAMIU-0199STAMIU-0199 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Dyslexia. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Dyslexic children |
| General subdivision |
Education. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Dyslexia. |
| Source of heading or term |
fast |
| Authority record control number or standard number |
(OCoLC)fst00900345 |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Dyslexic children |
| General subdivision |
Education. |
| Source of heading or term |
fast |
| Authority record control number or standard number |
(OCoLC)fst00900355 |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| Source of heading or term |
fast |
| Authority record control number or standard number |
(OCoLC)fst00911692 |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| Uniform title |
Oxford handbooks for language teachers. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
|---|
| a |
7 |
| b |
cbc |
| c |
copycat |
| d |
2 |
| e |
ncip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Book |
| Suppress in OPAC |
No |