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Special Language Needs Students and Narrative Text Comprehension

Theoretical and Methodological Aspects for a Didactic Proposal

Francesco Negro    Università Ca' Foscari Venezia    

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abstract

The purpose of this study is to analyse difficulties and special needs of Language Specific Needs students (BiLS, Bisogni Linguistici Specifici) in the field of comprehension of a narrative text and, specifically, in the study of fiction. This paper summarises the theories on which this study is built and, in a second stage, describes the particular case that brought at the compilation and practice of specific teaching method on the narrative category of the character. Our goal is to verify the efficacy and strength of this teaching method built specifically for BiLS students to facilitates the reading approach of a narrative text book, allowing the student to get closer with reading and consulting a narrative text book. The results of the case study are particularly satisfying, specifically regarding the positive approach of the student with the text analysis and fiction learning.

Published
Nov. 30, 2017
Accepted
Feb. 25, 2018
Submitted
Feb. 10, 2018
Language
IT

Keywords: Reading comprehensionItalian literatureDitacticsBiLSDyslexia

Copyright: © 2017 Francesco Negro. 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.