Journal | EL.LE
Monographic journal issue | 6 | 3 | 2017
Bisogni linguistici specifici e accessibilità glottodidattica. Nuove frontiere per la ricerca e la didattica
open access | peer reviewed-
edited by
- Michele Daloiso - Università degli Studi di Parma, Italia - email
- Carlos Alberto Melero Rodríguez - Università Ca’ Foscari Venezia, Italia - email orcid profile
Keywords Reading comprehension • Specific Linguistic Needs • Language teaching accessibility model • Chinese children • Assessment model • Dyslexia • Ditactics • Italian L2 • Italian literature • Plurilingualism • BiLS • Feedback • Language disorders • Accessibility • Individualisation • Language assessment • Developmental dyslexia • Cognitive Linguistics • Chinese reading • Vocabulary • Grammar instruction • Latin • Individualised language teaching • Phonological processing • Assessment • Specific Language Needs • Input processing • Chinese dyslexia morphological processing • Orthographic processing • Didactic action
Permalink http://doi.org/10.30687/ELLE/2280-6792/2017/18 | Published Nov. 30, 2017 | Language it
Copyright © Michele Daloiso, Carlos Alberto Melero Rodríguez. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Introduction
- Introduction
- Michele Daloiso, Carlos Alberto Melero Rodríguez
- Nov. 30, 2017
The Theoretical Dimension
-
Diagnostic Evaluation of Dyslexia in SL Contexts
Problems and Observations in the Light of Clinical-Linguistic and Intercultural Research - Paola Celentin, Michele Daloiso
- Nov. 30, 2017
-
Dyslexia and Typologically Distant Languages
The Case of Chinese - Cai Jin, Alessandro Piccioni
- Nov. 30, 2017
-
Special Needs and Grammar Learning
The Language Teaching Potential of Cognitive Linguistics - Michele Daloiso, Gonzalo Jiménez Pascual
- Nov. 30, 2017
-
Designing School Evaluation for Special Language Needs Students
A Proposal for a Dynamic Model and the Role of Feedback - Carlos Alberto Melero Rodríguez
- Nov. 30, 2017
The Methodological Dimension
- Towards Individualized Language Teaching
- Giacomo Gardin
- Nov. 30, 2017
-
Special Language Needs Students and Narrative Text Comprehension
Theoretical and Methodological Aspects for a Didactic Proposal - Francesco Negro
- Nov. 30, 2017
- Teaching Latin Lexicon to Dyslexic Students
- Sebastiano Grasso
- Nov. 30, 2017
Scientific Literature
| DC Field | Value |
|---|---|
|
dc.identifier |
ECF_issue_80 |
|
dc.title |
Vol. 6 | Issue 3 | November 2017 |
|
dc.publisher |
Edizioni Ca’ Foscari - Digital Publishing |
|
dc.type |
Monographic journal issue |
|
dc.language.iso |
IT |
|
dc.identifier.uri |
http://edizionicafoscari.it/en/edizioni4/riviste/elle/2017/3numero-monografico/ |
|
dc.relation.ispartof |
EL.LE |
|
dc.issued |
2017-11-30 |
|
dc.identifier.issn |
|
|
dc.identifier.eissn |
2280-6792 |
|
dc.rights |
Creative Commons Attribution 4.0 International Public License |
|
dc.rights.uri |
http://creativecommons.org/licenses/by/4.0/ |
|
dc.identifier.doi |
10.30687/ELLE/2280-6792/2017/18 |
|
dc.peer-review |
yes |
|
dc.subject |
Accessibility |
|
dc.subject |
Accessibility |
|
dc.subject |
Assessment |
|
dc.subject |
Assessment |
|
dc.subject |
Assessment model |
|
dc.subject |
Assessment model |
|
dc.subject |
BiLS |
|
dc.subject |
BiLS |
|
dc.subject |
BiLS |
|
dc.subject |
BiLS |
|
dc.subject |
Chinese children |
|
dc.subject |
Chinese children |
|
dc.subject |
Chinese dyslexia morphological processing |
|
dc.subject |
Chinese dyslexia morphological processing |
|
dc.subject |
Chinese reading |
|
dc.subject |
Chinese reading |
|
dc.subject |
Cognitive Linguistics |
|
dc.subject |
Cognitive Linguistics |
|
dc.subject |
Developmental dyslexia |
|
dc.subject |
Developmental dyslexia |
|
dc.subject |
Didactic action |
|
dc.subject |
Didactic action |
|
dc.subject |
Ditactics |
|
dc.subject |
Ditactics |
|
dc.subject |
Dyslexia |
|
dc.subject |
Dyslexia |
|
dc.subject |
Dyslexia |
|
dc.subject |
Dyslexia |
|
dc.subject |
Dyslexia |
|
dc.subject |
Dyslexia |
|
dc.subject |
Feedback |
|
dc.subject |
Feedback |
|
dc.subject |
Grammar instruction |
|
dc.subject |
Grammar instruction |
|
dc.subject |
Individualisation |
|
dc.subject |
Individualisation |
|
dc.subject |
Individualised language teaching |
|
dc.subject |
Individualised language teaching |
|
dc.subject |
Input processing |
|
dc.subject |
Input processing |
|
dc.subject |
Italian L2 |
|
dc.subject |
Italian L2 |
|
dc.subject |
Italian literature |
|
dc.subject |
Italian literature |
|
dc.subject |
Language assessment |
|
dc.subject |
Language assessment |
|
dc.subject |
Language disorders |
|
dc.subject |
Language disorders |
|
dc.subject |
Language teaching accessibility model |
|
dc.subject |
Language teaching accessibility model |
|
dc.subject |
Latin |
|
dc.subject |
Latin |
|
dc.subject |
Orthographic processing |
|
dc.subject |
Orthographic processing |
|
dc.subject |
Phonological processing |
|
dc.subject |
Phonological processing |
|
dc.subject |
Plurilingualism |
|
dc.subject |
Plurilingualism |
|
dc.subject |
Reading comprehension |
|
dc.subject |
Reading comprehension |
|
dc.subject |
Specific Language Needs |
|
dc.subject |
Specific Language Needs |
|
dc.subject |
Specific Linguistic Needs |
|
dc.subject |
Specific Linguistic Needs |
|
dc.subject |
Specific Linguistic Needs |
|
dc.subject |
Specific Linguistic Needs |
|
dc.subject |
Vocabulary |
|
dc.subject |
Vocabulary |
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