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Teaching Latin Lexicon to Dyslexic Students

Sebastiano Grasso    Casa religiosa collegio salesiano Astori    

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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.

Published
Nov. 30, 2017
Accepted
March 11, 2018
Submitted
Feb. 12, 2018
Language
IT