| 1 |
Evidence from ERP and Eye Movements as Markers of Language Dysfunction in Dyslexia
|
|
|
|
In: ISSN: 2076-3425 ; Brain Sciences ; https://hal.archives-ouvertes.fr/hal-03641338 ; Brain Sciences, MDPI, 2022, 12 (1), pp.73. ⟨10.3390/brainsci12010073⟩ (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Auditory Processing and Reading Disability: A Systematic Review and Meta-Analysis ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Use of Parsing Heuristics in the Comprehension of Passive Sentences: Evidence from Dyslexia and Individual Differences
|
|
|
|
In: Brain Sciences; Volume 12; Issue 2; Pages: 209 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
What Is Going on with Visual Attention in Reading and Dyslexia? A Critical Review of Recent Studies
|
|
|
|
In: Brain Sciences; Volume 12; Issue 1; Pages: 87 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Remote Dyslexia Screening for Bilingual Children
|
|
|
|
In: Multimodal Technologies and Interaction; Volume 6; Issue 1; Pages: 7 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia
|
|
|
|
In: Applied Sciences; Volume 12; Issue 7; Pages: 3360 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Reduced Theta Sampling in Infants at Risk for Dyslexia across the Sensitive Period of Native Phoneme Learning
|
|
|
|
In: International Journal of Environmental Research and Public Health; Volume 19; Issue 3; Pages: 1180 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Success Is Not the Entire Story for a Scientific Theory: The Case of the Phonological Deficit Theory of Dyslexia
|
|
|
|
In: Brain Sciences; Volume 12; Issue 4; Pages: 425 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Direct and Indirect Effects of Blood Levels of Omega-3 and Omega-6 Fatty Acids on Reading and Writing (Dis)Abilities
|
|
|
|
In: Brain Sciences; Volume 12; Issue 2; Pages: 169 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Later but Not Weaker: Neural Categorization of Native Vowels of Children at Familial Risk of Dyslexia
|
|
|
|
In: Brain Sciences; Volume 12; Issue 3; Pages: 412 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Evidence from ERP and Eye Movements as Markers of Language Dysfunction in Dyslexia
|
|
|
|
In: Brain Sciences; Volume 12; Issue 1; Pages: 73 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
The Percentages of Cognitive Skills Deficits among Chinese Children with Developmental Dyslexia: A Systematic Review and Meta-Analysis
|
|
|
|
In: Brain Sciences; Volume 12; Issue 5; Pages: 548 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Genetic Modulation of the Neonatal Neural Processing of Speech at High and Low Familial Risk for Developmental Dyslexia ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Direct and Indirect Effects of Blood Levels of Omega-3 and Omega-6 Fatty Acids on Reading and Writing (Dis)abilities
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Music-based and auditory-based interventions for reading difficulties: A literature review
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Approaching dyslexia through ICT in the Art CLIL classroom
|
|
|
|
Abstract:
Premio extraordinario de Trabajo Fin de Máster curso 2019/2020. Máster en Enseñanza Bilingüe y Aprendizaje Integrado de Contenidos y Lenguas Extranjeras ; Educators are equipped with a variety of tools and technologies which allow them to differentiate classroom materials that will better accommodate the learning process. In addition to this, they can teach a foreign language through the approach known as: Content Language and Integrated Learning (CLIL). This proposal aims to create five Art lessons that will facilitate the learning needs of twenty-five children in the sixth year of primary education, including one student diagnosed with dyslexia and for this reason, it presents research documented by specialists in the field of CLIL, information and communications technology (ICT), and research published for working with children diagnosed with additional learning requirements. In preparation for the didactic proposal, a questionnaire was conducted to collect information from teachers who work with children that require additional learning support, while implementing a CLIL approach. This information was used to create a series of task and project-based activities that would ensure an ongoing support and inclusion of the dyslexic student in addition to the use of materials which support the learning weaknesses associated with dyslexia. The methodology focuses on enquiry-based learning with a series of team building activities to create a student to student support network and allow both teacher and language assistant to foster the strengths of each student within the same group. To complete the process, an opportunity to reflect on the language acquisition and their development of ICT skills through self-evaluation would allow each student to recognise what they have learned from the process. ; El profesorado de hoy en día está equipado con una variedad de herramientas y tecnologías que le permite analizar y seleccionar los materiales del aula que se adapten mejor al proceso de aprendizaje. Además, este profesorado es capaz de incluir una lengua extranjera en sus clases a través del enfoque conocido como “Aprendizaje Integrado de Contenidos y Lenguas Extranjeras” (AICLE). La presente propuesta tiene como objetivo la creación de cinco sesiones de educación artística que favorezcan las necesidades de aprendizaje de veinticinco niños y niñas del sexto año de educación primaria, incluido un estudiante diagnosticado con dislexia y, por esta razón, se presentan investigaciones documentadas por especialistas en el campo de AICLE, las tecnologías de la comunicación y la información (TIC) e investigaciones publicadas sobre el trabajo con niños diagnosticados con dislexia. Para preparar la propuesta didáctica, en primer lugar, se realizó un cuestionario para recopilar información del profesorado que trabaja AICLE con niños que requieren apoyo adicional para el aprendizaje. Esta información sirvió de base para crear una serie de actividades centradas en tareas y proyectos que garantizarían el apoyo y la inclusión del estudiante disléxico, además de ayudar a la creación de materiales que apoyan las debilidades de aprendizaje asociadas con la dislexia diagnosticada. La metodología del aprendizaje se centra en una serie de actividades de trabajo en equipo para crear una red de apoyo al estudiante, lo que permite tanto al profesorado como a los asistentes de conversación fomentar las fortalezas de cada estudiante dentro del mismo grupo. Para completar el proceso, se ofrece al alumnado una oportunidad de reflexionar y autoevaluarse en relación a la adquisición de los idiomas y el desarrollo de habilidades TIC.
|
|
Keyword:
AICLE; Art; CLIL; Dislexia; Dyslexia; Educación artística; ICT; TIC
|
|
URL: http://hdl.handle.net/10396/22496
|
|
BASE
|
|
Hide details
|
|
|
| 19 |
Move to read: entrainment activities and pre-reading skills of kindergarteners
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
An examination of reading, reading development and disorder in a highly transparent orthography: the case of Turkish
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
