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Second language input, working memory and dyslexia

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

Published

Standard

Second language input, working memory and dyslexia. / Indrarathne, Bimali .

2017. Abstract from IATEFL Conference 2017, Glasgow, United Kingdom.

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

Harvard

Indrarathne, B 2017, 'Second language input, working memory and dyslexia', IATEFL Conference 2017, Glasgow, United Kingdom, 4/04/17 - 7/04/17.

APA

Indrarathne, B. (2017). Second language input, working memory and dyslexia. Abstract from IATEFL Conference 2017, Glasgow, United Kingdom.

Vancouver

Indrarathne B. Second language input, working memory and dyslexia. 2017. Abstract from IATEFL Conference 2017, Glasgow, United Kingdom.

Author

Indrarathne, Bimali . / Second language input, working memory and dyslexia. Abstract from IATEFL Conference 2017, Glasgow, United Kingdom.

Bibtex

@conference{86a3c2b51cd148bf9d5e0315fe6f9314,
title = "Second language input, working memory and dyslexia",
abstract = "I will share my research findings that show how learners{\textquoteright} 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{\textquoteright} working memory influences their attention and, as teachers, what we can do to help dyslexic learners who have low-working memory.",
author = "Bimali Indrarathne",
year = "2017",
month = apr,
day = "6",
language = "English",
note = "IATEFL Conference 2017 ; Conference date: 04-04-2017 Through 07-04-2017",

}

RIS

TY - CONF

T1 - Second language input, working memory and dyslexia

AU - Indrarathne, Bimali

PY - 2017/4/6

Y1 - 2017/4/6

N2 - 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.

AB - 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.

M3 - Abstract

T2 - IATEFL Conference 2017

Y2 - 4 April 2017 through 7 April 2017

ER -