The present paper attempts to investigate whether it is necessary to
facilitate context-limited t... more The present paper attempts to investigate whether it is necessary to facilitate context-limited texts while identifying accommodation and simplifying criteria that can be adopted for this specific kind of texts. Can texts that are conceived for dyslexic students be also suitable for non-Italian speakers? In the attempt to provide an answer to a practical need in the classroom context, the authors have analyzed common context- limited texts and their use during classroom activities.
EL.LE (Educazione Linguistica - Language Education), 2012
The present essay aims at investigating the relationship between dyslexia, phonologi-cal awarenes... more The present essay aims at investigating the relationship between dyslexia, phonologi-cal awareness, and the development of reading skills, both in a first language (L1) and in a foreign language (FL)-and especially in the English language. The first paragraph offers a theoretical overview of the notions of dyslexia and phonological awareness. The essay moves on to examine the relationship between early phonological awareness skills in preschool children and the later development of their literacy skills. The authors then describe an intervention program to foster phonological awareness skills in English-speaking preschoolers, and propose to employ this practice in an adapted manner-in Italian preschools. What follows is a focus on the role of phono-logical awareness in primary school children. After reviewing the main approaches in the field of language teaching methodology, and their degree of 'dyslexic-friendliness', the authors present a phonics teaching proposal to strengthen not only phonological awareness skills in primary school children, but also to approach children to literacy in the form of regular correspondences between sounds and letters in English, through the educational tool of storytelling.
In the light of what we know about the supposed phonological deficit at the basis of language and... more In the light of what we know about the supposed phonological deficit at the basis of language and reading impairments, intensive phonics instruction based on a multi-sensory approach appears to be the most effective foreign language teaching strategy for children affected by language or reading disorders. Considerations on Second Language Acquisition theories (Krashen 1982) and the role of phonology in foreign language learning allow us to hypothesise that this kind of teaching approach should be extended to all students, especially during early stages of literacy. Nowadays, more and more children are diagnosed with a language or a reading disorder during early stages of education. However, insufficient attention is paid to this condition which is all too easily overlooked, compromising students' school careers dramatically. It is unknown whether the considerable increase in the amount of diagnoses is somehow linked to the greater emotional stress that children experience in their day-today routines, or if available data on the number of cases from international associations appear more alarming simply because they are more accurate than they have ever been in the past. All the same, the rise in the number of children affected by specific learning disorders or language-related difficulties has led educators and teachers of all grades and subjects to pay more attention to these pathologies in order to elaborate new teaching methods that better suit the needs of their students. Especially in foreign language classroom, teachers feel the need to find alternative routes to involve these children in language activities that take into account their deficit, assuring them an enjoyable learning experience which is at the basis of a successful learning purpose. SeLM, 4-5/2012
The present paper attempts to investigate whether it is necessary to
facilitate context-limited t... more The present paper attempts to investigate whether it is necessary to facilitate context-limited texts while identifying accommodation and simplifying criteria that can be adopted for this specific kind of texts. Can texts that are conceived for dyslexic students be also suitable for non-Italian speakers? In the attempt to provide an answer to a practical need in the classroom context, the authors have analyzed common context- limited texts and their use during classroom activities.
EL.LE (Educazione Linguistica - Language Education), 2012
The present essay aims at investigating the relationship between dyslexia, phonologi-cal awarenes... more The present essay aims at investigating the relationship between dyslexia, phonologi-cal awareness, and the development of reading skills, both in a first language (L1) and in a foreign language (FL)-and especially in the English language. The first paragraph offers a theoretical overview of the notions of dyslexia and phonological awareness. The essay moves on to examine the relationship between early phonological awareness skills in preschool children and the later development of their literacy skills. The authors then describe an intervention program to foster phonological awareness skills in English-speaking preschoolers, and propose to employ this practice in an adapted manner-in Italian preschools. What follows is a focus on the role of phono-logical awareness in primary school children. After reviewing the main approaches in the field of language teaching methodology, and their degree of 'dyslexic-friendliness', the authors present a phonics teaching proposal to strengthen not only phonological awareness skills in primary school children, but also to approach children to literacy in the form of regular correspondences between sounds and letters in English, through the educational tool of storytelling.
In the light of what we know about the supposed phonological deficit at the basis of language and... more In the light of what we know about the supposed phonological deficit at the basis of language and reading impairments, intensive phonics instruction based on a multi-sensory approach appears to be the most effective foreign language teaching strategy for children affected by language or reading disorders. Considerations on Second Language Acquisition theories (Krashen 1982) and the role of phonology in foreign language learning allow us to hypothesise that this kind of teaching approach should be extended to all students, especially during early stages of literacy. Nowadays, more and more children are diagnosed with a language or a reading disorder during early stages of education. However, insufficient attention is paid to this condition which is all too easily overlooked, compromising students' school careers dramatically. It is unknown whether the considerable increase in the amount of diagnoses is somehow linked to the greater emotional stress that children experience in their day-today routines, or if available data on the number of cases from international associations appear more alarming simply because they are more accurate than they have ever been in the past. All the same, the rise in the number of children affected by specific learning disorders or language-related difficulties has led educators and teachers of all grades and subjects to pay more attention to these pathologies in order to elaborate new teaching methods that better suit the needs of their students. Especially in foreign language classroom, teachers feel the need to find alternative routes to involve these children in language activities that take into account their deficit, assuring them an enjoyable learning experience which is at the basis of a successful learning purpose. SeLM, 4-5/2012
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Papers by Antonella Pesce
facilitate context-limited texts while identifying accommodation and
simplifying criteria that can be adopted for this specific kind of texts.
Can texts that are conceived for dyslexic students be also suitable for
non-Italian speakers? In the attempt to provide an answer to a practical
need in the classroom context, the authors have analyzed common context-
limited texts and their use during classroom activities.
facilitate context-limited texts while identifying accommodation and
simplifying criteria that can be adopted for this specific kind of texts.
Can texts that are conceived for dyslexic students be also suitable for
non-Italian speakers? In the attempt to provide an answer to a practical
need in the classroom context, the authors have analyzed common context-
limited texts and their use during classroom activities.