Journal | EL.LE
Monographic journal issue | 6 | 3 | 2017
Research Article | Teaching Latin Lexicon to Dyslexic Students
Teaching Latin Lexicon to Dyslexic Students
Abstract
This paper intends to demonstrate the need for explicit attention to the vocabulary in the accessible teaching of Latin to students with Specific Linguistic Needs. Starting from an examination of the state of the art of teaching Latin with regard to the teaching of vocabulary, it will analyse the role of the latter in the processes of reading and understanding the text; this paper will then proceed to outline some methodological principles that can guide the design of clear and gradual vocabulary paths. This analysis will take into account Specific Linguistic Needs which involve specific reading disorders, but not the comprehension of the text: in particular we will take into consideration students with dyslexia.
Submitted: Feb. 12, 2018 | Accepted: March 11, 2018 | Published Nov. 30, 2017 | Language: it
Keywords BiLS • Latin • Accessibility • Vocabulary • Dyslexia
Copyright © 2017 Sebastiano Grasso. 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.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2017/18/008
