Students who have difficulties in reading and spelling in their own language usually face the same difficulties in learning a second language. The paper aims at identify those challenges and shows possible useful solutions to address these issues in the ELT classroom. Starting with a focus on relevant studies on reading and spelling difficulties (RSD) in English language teaching contexts, the author provides examples of methods of identifying the main RSD. Following on this, the second part of the article presents practical strategies for the English language teacher: building a vocabulary based on frequency, using multisensory approaches, considering L1 interference etc. The paper provides teachers and educators with useful hints and recommendations to overcome RSD in second language teaching.

Morgana, V., Recensione a "D. Gerlach,, Reading and spelling difficulties in the ELT classroom, “ELT Journal”, 71, 2017, 3, pp. 295–304 Oxford University Press, Oxford (UK) 2017", <<L'ANALISI LINGUISTICA E LETTERARIA>>, 2017; xxv (2):229-229 [http://hdl.handle.net/10807/143289]

D. Gerlach, Reading and spelling difficulties in the ELT classroom, “ELT Journal”, 71, 2017, 3, pp. 295–304

Morgana
2018

Abstract

Students who have difficulties in reading and spelling in their own language usually face the same difficulties in learning a second language. The paper aims at identify those challenges and shows possible useful solutions to address these issues in the ELT classroom. Starting with a focus on relevant studies on reading and spelling difficulties (RSD) in English language teaching contexts, the author provides examples of methods of identifying the main RSD. Following on this, the second part of the article presents practical strategies for the English language teacher: building a vocabulary based on frequency, using multisensory approaches, considering L1 interference etc. The paper provides teachers and educators with useful hints and recommendations to overcome RSD in second language teaching.
Inglese
Morgana, V., Recensione a "D. Gerlach,, Reading and spelling difficulties in the ELT classroom, “ELT Journal”, 71, 2017, 3, pp. 295–304 Oxford University Press, Oxford (UK) 2017", <<L'ANALISI LINGUISTICA E LETTERARIA>>, 2017; xxv (2):229-229 [http://hdl.handle.net/10807/143289]
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10807/143289
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
social impact