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Second language input, working memory and dyslexia

Research output: Contribution to conference - Without ISBN/ISSN Abstract

Published
Publication date6/04/2017
Original languageEnglish
EventIATEFL Conference 2017 - SEC, Glasgow, United Kingdom
Duration: 4/04/20177/04/2017

Conference

ConferenceIATEFL Conference 2017
CountryUnited Kingdom
CityGlasgow
Period4/04/177/04/17

Abstract

I will share my research findings that show how learners’ attention to input changes depending on the type of input that they receive: e.g., input with maximum teacher support and minimum teacher support. I will also highlight how learners’ working memory influences their attention and, as teachers, what we can do to help dyslexic learners who have low-working memory.