Second language input, working memory and dyslexia

Research output: Contribution to conferencePaperpeer-review


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 languageEnglish
Publication statusPublished - 2017
EventThe 51st IATEFL Conference - Glasgow, United Kingdom
Duration: 4 Apr 20177 Apr 2017


ConferenceThe 51st IATEFL Conference
Country/TerritoryUnited Kingdom
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