Rivista |
EL.LE
Fascicolo monografico | 6 | 3 | 2017
Keywords Phonological processing • Ditactics • Assessment model • Didactic action • Language assessment • Vocabulary • Individualisation • Individualised language teaching • Specific Language Needs • Dyslexia • Input processing • Reading comprehension • Developmental dyslexia • Assessment • Grammar instruction • Italian literature • BiLS • Accessibility • Chinese reading • Feedback • Italian L2 • Orthographic processing • Chinese dyslexia morphological processing • Chinese children • Plurilingualism • Language teaching accessibility model • Cognitive Linguistics • Specific Linguistic Needs • Latin • Language disorders
Permalink http://doi.org/10.30687/ELLE/2280-6792/2017/18 | Pubblicato 30 Novembre 2017 | Lingua 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.
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