Supporting learners with dyslexia in the ELT classroom / Michele Daloiso.

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.

Cataloging Notes: 20241217 STAMIU-0199STAMIU-0199