Reading and Spelling Difficulties in the ELT Classroom

Autor/in	Gerlach, David
Titel	Reading and Spelling Difficulties in the ELT Classroom
Quelle	In: ELT Journal, 71 (2017) 3, S.295-304 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccw088
Schlagwörter	Reading Difficulties; Spelling; Second Language Learning; English Language Learners; Identification; Phoneme Grapheme Correspondence; Native Language; Interference (Language); Vocabulary Development; Teaching Methods; Multisensory Learning + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Schreibweise; Zweitsprachenerwerb; Identifikation; Identifizierung; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Sensorische Stimulation
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01