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Tác giả CN
| Gerlach, David. | |
Nhan đề
| Reading and spelling difficulties in the ELT classroom /David Gerlach. | |
Thông tin xuất bản
| 2017. | |
Mô tả vật lý
| p. 295–304. | |
Tóm tắt
| Learners with reading and/or spelling difficulties (RSD) generally also show severe problems in learning EFL. Taking into consideration several observational and interventional studies, this article illustrates some practical and pragmatic means of identifying RSD, and provides possible solutions when addressing these difficulties in ELT classrooms. Among these approaches are the explicit teaching of grapheme–phoneme rules; taking into account possible mother tongue interference; building a frequency-based basic vocabulary; and multisensory language teaching/learning. | |
Thuật ngữ không kiểm soát
| English | |
Thuật ngữ không kiểm soát
| Phonetic | |
Thuật ngữ không kiểm soát
| Read | |
Thuật ngữ không kiểm soát
| Spell | |
Nguồn trích
| ELT Journal, Volume 71, Issue 3, 1 July 2017, Pages 295–304. https://doi.org/10.1093/elt/ccw088- |
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| 245 | 10|aReading and spelling difficulties in the ELT classroom /|cDavid Gerlach. |
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| 260 | |c2017. |
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| 300 | |ap. 295–304. |
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| 520 | |aLearners with reading and/or spelling difficulties (RSD) generally also show severe problems in learning EFL. Taking into consideration several observational and interventional studies, this article illustrates some practical and pragmatic means of identifying RSD, and provides possible solutions when addressing these difficulties in ELT classrooms. Among these approaches are the explicit teaching of grapheme–phoneme rules; taking into account possible mother tongue interference; building a frequency-based basic vocabulary; and multisensory language teaching/learning. |
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| 653 | 0 |aEnglish |
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| 653 | 0 |aPhonetic |
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| 653 | 0 |aRead |
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| 653 | 0 |aSpell |
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| 773 | |tELT Journal, Volume 71, Issue 3, 1 July 2017, Pages 295–304. https://doi.org/10.1093/elt/ccw088 |
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