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