A Linguistic Approach to the Study of Dyslexia

246 pages

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246 pages

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Description

While previous studies in dyslexia have focused on English, this volume covers other languages as well as multilingualism

This volume contributes to the growing body of research on developmental dyslexia, focusing on the disorder’s behavioural manifestations at different levels of the language system. It is organised into three sections that cover the three main vantage points from which the effects of dyslexia on communication can be observed: neuropsychology, linguistics and the perspective of educators. Together, the chapters provide an insightful overview of the ways in which dyslexia impacts different components of language, including lexical and pragmatic abilities, and present data from experimental and applied research, with suggestions for the application of research-based data in both innovative and traditional language teaching, ways to rehabilitate reading dysfunctions, as well as teacher training. The book will be essential reading for researchers and students investigating dyslexia, as well as foreign language teachers and professionals who work on the rehabilitation of linguistic performance dysfunctions in people with dyslexia.

Gloria Cappelli and Sabrina Noccetti: Introduction

Part 1: Psychological and Neurobiological Foundations of Language Skills in People with Dyslexia

Chapter 1. Enrico Ghidoni: The Neurobiological Basis of Language Skills and Dyslexia

Chapter 2. Claudia Casalini, Daniela Brizzolara, Anna Maria Chilosi, Filippo Gasperini and Chiara Pecini: Late Effects of Early Language Delay on Complex Language and Literacy Abilities: A Clinical Approach to Dyslexia in

Subjects with a Previous Language Impairment

Chapter 3. Filippo Gasperini: Foreign Language Learning Difficulties in Developmental Dyslexia: A Narrative Review of the Existing Evidence

Part 2: Theoretical and Experimental Linguistic Research on Dyslexia

Chapter 4. Marijan Palmović, Ana Matić, Mirta Zelenika Zeba, Melita Kovačević: Phonological and Lexical Effects on Reading in Dyslexia

Chapter 5. Cristina Burani: Morphemes as Reading and Spelling Units in Developmental Dyslexia

Chapter 6. Rachel Berthiaume, Amélie Bourcier and Daniel Daigle: Morphological Knowledge in French-speaking Children with Dyslexia

Chapter 7. Giovanna Marotta: Developmental Dyslexia and Morphosyntactic Competence in Italian Young Adults

Chapter 8. Anna Cardinaletti, Elisa Piccoli and Francesca Volpato: Dyslexia and Syntactic Deficits: Overview and a Case Study of Language Training

Chapter 9. Gloria Cappelli: The Impact of Dyslexia on Lexico-Semantic Skills: An Overview

Chapter 10. Gloria Cappelli, Sabrina Noccetti, Nicoletta Simi, Giorgio Arcara and Valentina Bambini: Dyslexia and Pragmatic Skills

Part 3: Applied Linguistic Research and Dyslexia

Chapter 11. Sabrina Noccetti: Visual and Auditory Stimuli for Teaching EFL Vocabulary to Learners with Dyslexia

Chapter 12. Francesca Santulli and Melissa Scagnelli: Reading as a Multi-Layer Activity: Training Strategies at Text Level

Chapter 13. Rossella Iovino: Teaching Latin to Dyslexic Learners: A Methodological Proposal

Chapter 14. Joanna Nijakowska: Foreign Language Teacher Training and Preparedness to Teach Learners with Dyslexia

Index

Sujets

Disciplines

Language Arts

Teaching

EDUCATION

Lettres et linguistique

Learning disability

Study

Professional

Postgraduate education

Sociolinguistics

Research

Postgraduate

Informations

Publié par	Channel View Publications
Date de parution	19 août 2022
Nombre de lectures	0
EAN13	9781800415980
Langue	English
Poids de l'ouvrage	4 Mo

Informations légales : prix de location à la page 0,2500€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

COMMUNICATION DISORDERS ACROSS LANGUAGES
Series Editors: Dr Nicole Müller, at University College Cork, Ireland and Dr Martin Ball , Bangor University, Wales .
The discipline of communication disorders has made great strides over the last fifty years and more. We now know much more about the nature and causes of breakdowns in speech and language, both in adults and children. We know more about how to classify these breakdowns, how to describe and analyse pathological speech and language, and how to treat communication disorders. Unfortunately, a large proportion of this work is restricted to a small number of European languages; indeed, much of it is on and in English alone.
Research in communication disorders in languages other than English has seen a marked increase in recent years, as has the investigation of such disorders in speakers of more than one language, and communities where bi- and multilingualism is the norm. This series serves to spotlight new and ongoing research in communication disorders across languages. We aim to do this by including studies of communication disorders (including assessment methods and guidelines for intervention) in particular multilingual communities, studies of the manifestations of specific types of disorder in a range of languages (particularly lesser researched languages), and of communication breakdown in bi- and multilingual speakers. Books in the series are used by practitioners, researchers and students, and they address a range of topics, including speech and language disorders in children, literacy, acquired speech and language disorders in adults, fluency, and voice.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.

DOI https://doi.org/10.21832/CAPPEL5966
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Cappelli, Gloria, editor. | Noccetti, Sabrina, editor.
Title: A Linguistic Approach to the Study of Dyslexia/Edited by Gloria Cappelli and Sabrina Noccetti.
Description: Bristol, UK; Jackson, TN: Multilingual Matters, 2022. |
Series: Communication Disorders Across Languages: 20 | Includes bibliographical references and index. | Summary: ‘This volume contributes to the growing body of research on developmental dyslexia, focusing on the behavioural manifestations of the disorder at different levels of the language system. It presents data from experimental and applied research and their applications in language teaching, rehabilitation of reading dysfunctions and teacher training’ – Provided by publisher.
Identifiers: LCCN 2022017220 (print) | LCCN 2022017221 (ebook) | ISBN 9781800415966 (hardback) | ISBN 9781800415973 (pdf) | ISBN 9781800415980 (epub) Subjects: LCSH: Dyslexic children – Education. | Reading – Remedial teaching. | Contrastive linguistics.
Classification: LCC LC4708 .L56 2022 (print) | LCC LC4708 (ebook) | DDC 371.91/44–dc23/eng/20220609
LC record available at https://lccn.loc.gov/2022017220
LC ebook record available at https://lccn.loc.gov/2022017221
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-596-6 (hbk)
Multilingual Matters
UK: St Nicholas House, 31-34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Gloria Cappelli, Sabrina Noccetti and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Riverside Publishing Solutions.
Printed and bound in the UK by the CPI Books Group Ltd.
Contents
Contributors
Introduction
Gloria Cappelli and Sabrina Noccetti
Part 1: Psychological and Neurobiological Foundations of Language Skills in People with Dyslexia
1 The Neurobiological Basis of Language Skills and Dyslexia
Enrico Ghidoni
2 Late Effects of Early Language Delay on Complex Language and Literacy Abilities: A Clinical Approach to Dyslexia in Subjects with a Previous Language Impairment
Claudia Casalini, Daniela Brizzolara, Anna Maria Chilosi, Filippo Gasperini and Chiara Pecini
3 Foreign Language Learning Difficulties in Developmental Dyslexia: A Narrative Review of the Existing Evidence
Filippo Gasperini
Part 2: Theoretical and Experimental Linguistic Research on Dyslexia
4 Phonological and Lexical Effects on Reading in Dyslexia
Marijan Palmović, Ana Matić Škorić, Mirta Zelenika Zeba and Melita Kovačević
5 Morphemes as Reading and Spelling Units in Developmental Dyslexia
Cristina Burani
6 Morphological Knowledge in French-speaking Children with Dyslexia
Rachel Berthiaume, Amélie Bourcier and Daniel Daigle
7 Developmental Dyslexia and Morphosyntactic Competence in Italian Young Adults
Giovanna Marotta
8 Dyslexia and Syntactic Deficits: Overview and a Case Study of Language Training
Anna Cardinaletti, Elisa Piccoli and Francesca Volpato
9 The Impact of Dyslexia on Lexico-Semantic Abilities: An Overview
Gloria Cappelli
10 Dyslexia and Pragmatic Skills
Gloria Cappelli, Sabrina Noccetti, Nicoletta Simi, Giorgio Arcara and Valentina Bambini
Part 3: Applied Linguistic Research and Dyslexia
11 Visual and Auditory Stimuli for Teaching EFL Vocabulary to Learners with Dyslexia
Sabrina Noccetti
12 Reading as a Multi-Layer Activity: Training Strategies at Text Level
Francesca Santulli and Melissa Scagnelli
13 Teaching Latin to Dyslexic Learners: A Methodological Proposal
Rossella Iovino
14 Foreign Language Teacher Preparedness to Teach Learners with Dyslexia
Joanna Nijakowska
Contributors
Giorgio Arcara has a degree in psychology and a PhD in psychobiology. He is head of the Neurophysiology Laboratory at the San Camillo Hospital, Venice. His research focuses on language, communication, and their neural correlates, with the final aim of improving the assessment and rehabilitation of neurological patients.
Valentina Bambini is Associate Professor of Linguistics at the University School for Advanced Studies IUSS Pavia, Italy. Her research interests are in the field of neurolinguistics, experimental pragmatics, clinical pragmatics and neuropragmatics and are organized in two main areas. The first revolves around the comprehension of metaphors and other implicit meanings in the brain. The second is pragmatic language disorder in adults with psychiatric or neurological diseases. In this field she has contributed novel tools for the assessment and training of pragmatic skills. She is co-founder of the Experimental Pragmatics in Italy (XPRAG.it) research network.
Rachel Berthiaume holds a PhD in applied linguistics from the Université du Québec in Montréal (Canada). She has been a professor at the Faculty of Education of the Université de Montréal since 2009. Her research activities are mainly devoted to investigating the role of morphological processing in the acquisition of reading among students with and without learning disabilities. Her funded research projects have enabled her to study the development of morphological knowledge as well as educational environments that stimulate and structure such development. More recently, she has, with Daniel Daigle, co-edited a monograph, Morphological Processing and Literacy Development: Current Issues and Research (Routledge, 2018), in which findings from studies conducted on vocabulary, spelling, word recognition and reading comprehension from a morphological perspective are synthesized with the assistance of collaborators who have contributed greatly to this field of research.
Amélie Bourcier holds a PhD in education from the Unversité de Montréal(Canada), where she is a lecturer. She is also a special education teacher who works with children, teenagers and adults with learning disabilities, mostly dyslexia. Her research interests are related to dyslexic students, on how they learn to read and on how teachers can effectively help them to succeed throughout their academic path. She is also interested in morphological awareness and how it can improve the reading abilities of dyslexic and non-dyslexic students.
Daniela Brizzolara was a clinical psychologist for more than 40 years at the National Research Hospital of Developmental Neuroscience ‘IRCCS Stella Maris’ of Pisa, where she was head of the Developmental Neuropsychology Laboratory. Her research interests are in the field of neurodevelopmental disorders, in particular developmental language disorders and specific learning disabilities. The focus of her research is on the relationship between these two neurodevelopmental disorders and on the role of phonological working memory as the link between the two. She has coordinated many research projects of national interest and contributed to creating tests to measure working memory in clinical and experimental settings. She has authored numerous research papers in peer reviewed journals. She is co-editor (with Chiara Pecini) of Disturbi e traiettorie atipiche del neurosviluppo. Diagnosi e intervento (McGraw-Hill Education, 2020), a book c