Publishing Partner: Cambridge University Press CUP Extra Wiley-Blackwell Publisher Login
amazon logo
More Info

New from Oxford University Press!


Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule

New from Cambridge University Press!


Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.

New from Brill!


Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin

Summary Details

Query:   Dyslexia and Learning Syntax
Author:  Mai Kuha
Submitter Email:  click here to access email
Linguistic LingField(s):   Syntax

Summary:   Regarding query:

Having also had a dyslexic student in an introductory syntax class, Gabi
Danon reports that it was useful to allow the student to type her final
exam and take extra time to complete it.

Peter Daniels explained that ''dyslexia'' is a cover term for a number of
different conditions with different effects, so I did a little (very
little!) reading on the issue. One thing I learned was that processing of
spoken language can also be influenced by some types of dyslexia. A
strategy planning session with my student led to a couple of practical
ideas for her particular case: I'll give her a copy of my lecture notes or
any other materials ahead of time so that she can read them before class
and be better prepared to follow along, and I should probably be even more
meticulous than usual about including a specific example of every
generalization and every syntactic term.

It seemed striking to me that a brief web search yields a number of
websites with guidelines for those who teach very young dyslexic students,
but not for those of us who teach adults. (I did just a brief search.) I
don't think we should assume that dyslexic students have developed all the
strategies they need by the time they enroll at a university, because
academic work at this level may ask them to grapple with unfamiliar

Mai Kuha
Department of English
Ball State University
Muncie, Indiana, USA

LL Issue: 16.2565
Date Posted: 06-Sep-2005
Original Query: Read original query


Sums main page