Second language input, working memory and dyslexia

Bimali  Indrarathne

Second language input, working memory and dyslexia

Education

Research output: Contribution to conference › Paper › peer-review

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.

Original language	English
Publication status	Published - 2017
Event	The 51st IATEFL Conference - Glasgow, United Kingdom Duration: 4 Apr 2017 → 7 Apr 2017 https://conference.iatefl.org/2017/index.html

Conference

Conference	The 51st IATEFL Conference
Country/Territory	United Kingdom
City	Glasgow
Period	4/04/17 → 7/04/17
Internet address	https://conference.iatefl.org/2017/index.html

Cite this

@conference{a0aa7218ad7f48d188397c2be762bcdf,

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",

language = "English",

note = "The 51st IATEFL Conference ; Conference date: 04-04-2017 Through 07-04-2017",

url = "https://conference.iatefl.org/2017/index.html",

}

TY - CONF

T1 - Second language input, working memory and dyslexia

AU - Indrarathne, Bimali

PY - 2017

Y1 - 2017

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 - Paper

T2 - The 51st IATEFL Conference

Y2 - 4 April 2017 through 7 April 2017

ER -