Il lessico nell’insegnamento del latino in caso di dislessia

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Campo DC	Valore
dc.identifier	ECF_article_1368
dc.title	Il lessico nell’insegnamento del latino in caso di dislessia
dc.contributor.author	Grasso Sebastiano
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Articolo
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.it/it/edizioni4/riviste/elle/2017/3numero-monografico/il-lessico-nellinsegnamento-del-latino-in-caso-di/
dc.description.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.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 6 \| Num. 3 \| Novembre 2017
dc.issued	2017-11-30
dc.dateAccepted	2018-03-11
dc.dateSubmitted	2018-02-12
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/2280-6792/2017/03/008
dc.peer-review	yes
dc.subject	Accessibility
dc.subject	Accessibility
dc.subject	BiLS
dc.subject	BiLS
dc.subject	Dyslexia
dc.subject	Dyslexia
dc.subject	Latin
dc.subject	Latin
dc.subject	Vocabulary
dc.subject	Vocabulary

Articolo
open access peer reviewed

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.

Pubblicato

30 Novembre 2017

Accettato

11 Marzo 2018

Presentato

12 Febbraio 2018

Lingua

Keywords: Vocabulary • BiLS • Latin • Accessibility • Dyslexia

permalink http://doi.org/10.30687/ELLE/2280-6792/2017/03/008

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.

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