Journal |
EL.LE
Monographic journal issue | 6 | 3 | 2017
Keywords Italian literature • Didactic action • Plurilingualism • Accessibility • Chinese reading • Orthographic processing • Language disorders • Phonological processing • Latin • Language teaching accessibility model • Assessment model • BiLS • Chinese children • Language assessment • Chinese dyslexia morphological processing • Specific Language Needs • Ditactics • Cognitive Linguistics • Individualisation • Vocabulary • Feedback • Italian L2 • Developmental dyslexia • Individualised language teaching • Assessment • Specific Linguistic Needs • Reading comprehension • Grammar instruction • Dyslexia • Input 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