Liszka, Sarah A. (2006) Dyslexia and foreign language learning. Academic Exchange Quarterly, 10 (1):7. pp. 38-42. ISSN 1096-1453 (Print), 1096-1453 (Online)

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Abstract

This case study considers inclusive practice in learning and teaching in the context of session design and delivery in the foreign language classroom, focusing on a dyslexic student. It suggests that in a subject whose core intended learning outcomes are based on oral, aural and written language skills, achievement by dyslexic students will be facilitated by a well-planned session that is multi-sensory and incorporates adjustments to the benefit of every student, whilst taking into account issues of sensitivity and discretion.

Item Type:	Article
Uncontrolled Keywords:	dyslexia, foreign language learning, inclusive practice, phonological awareness
Subjects:	P Language and Literature > PB Modern European Languages
Faculty / School / Research Centre / Research Group:	Faculty of Liberal Arts & Sciences Faculty of Liberal Arts & Sciences > School of Humanities & Social Sciences (HSS)
Last Modified:	21 Oct 2020 23:01
URI:	http://gala.gre.ac.uk/id/eprint/29545

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