Journal |
EL.LE
Monographic journal issue | 6 | 3 | 2017
Keywords Language teaching accessibility model • Specific Linguistic Needs • Assessment model • Dyslexia • Latin • Vocabulary • Language assessment • Didactic action • Individualisation • Cognitive Linguistics • Reading comprehension • BiLS • Chinese dyslexia morphological processing • Developmental dyslexia • Chinese reading • Feedback • Specific Language Needs • Italian L2 • Individualised language teaching • Plurilingualism • Ditactics • Input processing • Chinese children • Language disorders • Italian literature • Grammar instruction • Accessibility • Assessment • Phonological processing • Orthographic processing
Permalink http://doi.org/10.30687/ELLE/2280-6792/2017/18 | Published Nov. 30, 2017 | Language 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.
Introduction
The Theoretical Dimension
The Methodological Dimension
Scientific Literature