Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective
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| Title: | Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective |
|---|---|
| Language: | English |
| Authors: | Maunsell, Matthias (ORCID |
| Source: | Latin American Journal of Content and Language Integrated Learning. Jan-Jun 2020 13(1):92-113. |
| Availability: | Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Dyslexia, Contrastive Linguistics, Cross Cultural Studies, Cultural Differences, Second Language Learning, Multilingualism, Cultural Pluralism, Inclusion, Educational Practices, Teaching Methods, Faculty Development, Educational Needs, Literacy Education |
| ISSN: | 2011-6721 |
| Abstract: | Dyslexia is a global issue. It encompasses a range of language and literacy cultures with many variations regarding definitions, diagnostic measures, regulations, policies, and support procedures for dyslexic students. Considerable progress has been made in the field of monolingual dyslexia, but now there is growing interest in the multilingual, multiethnic and multicultural world of dyslexia. Provision and supports are considered broader for multilingual learners than for those who are monolingual. With cross-cultural and cross-linguistic differences among students, teachers need to implement inclusive practices to ensure successful language and content learning in the classroom. Based on an extensive search of relevant literature, the purpose of this narrative review is to explore research on dyslexia from an international, cross-cultural, and cross-language perspective. The goal is also to highlight universal or unique characteristics, to emphasize the diversity of global interest, and to discuss the training needs of educators who must support culturally and linguistically diverse students with dyslexia. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1279057 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1279057 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1279057 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Maunsell%2C+Matthias%22">Maunsell, Matthias</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8661-0082">0000-0002-8661-0082</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Latin+American+Journal+of+Content+and+Language+Integrated+Learning%22"><i>Latin American Journal of Content and Language Integrated Learning</i></searchLink>. Jan-Jun 2020 13(1):92-113. – Name: Avail Label: Availability Group: Avail Data: Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 22 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Information Analyses – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Contrastive+Linguistics%22">Contrastive Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Pluralism%22">Cultural Pluralism</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Needs%22">Educational Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2011-6721 – Name: Abstract Label: Abstract Group: Ab Data: Dyslexia is a global issue. It encompasses a range of language and literacy cultures with many variations regarding definitions, diagnostic measures, regulations, policies, and support procedures for dyslexic students. Considerable progress has been made in the field of monolingual dyslexia, but now there is growing interest in the multilingual, multiethnic and multicultural world of dyslexia. Provision and supports are considered broader for multilingual learners than for those who are monolingual. With cross-cultural and cross-linguistic differences among students, teachers need to implement inclusive practices to ensure successful language and content learning in the classroom. Based on an extensive search of relevant literature, the purpose of this narrative review is to explore research on dyslexia from an international, cross-cultural, and cross-language perspective. The goal is also to highlight universal or unique characteristics, to emphasize the diversity of global interest, and to discuss the training needs of educators who must support culturally and linguistically diverse students with dyslexia. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2021 – Name: AN Label: Accession Number Group: ID Data: EJ1279057 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1279057 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 92 Subjects: – SubjectFull: Dyslexia Type: general – SubjectFull: Contrastive Linguistics Type: general – SubjectFull: Cross Cultural Studies Type: general – SubjectFull: Cultural Differences Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: Multilingualism Type: general – SubjectFull: Cultural Pluralism Type: general – SubjectFull: Inclusion Type: general – SubjectFull: Educational Practices Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: Educational Needs Type: general – SubjectFull: Literacy Education Type: general Titles: – TitleFull: Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Maunsell, Matthias IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 2011-6721 Numbering: – Type: volume Value: 13 – Type: issue Value: 1 Titles: – TitleFull: Latin American Journal of Content and Language Integrated Learning Type: main |
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