1) “Dyslexia can have adverse effects a a child´s performance at school , and therefore this can be a recognised " Learning disadvantage" if the school does not make the necessary adjustments” 2) “Accommodations may change the content of instruction , yet this does not mean unfair advantage over the other students 3) “Accommodations are adjustments made to allow a student to demonstrate knowledge, skills, and abilities without lowering learning or performance expectations and without changing what is being measured…” 4) “Extra time alone rarely improves performance for students with dyslexia…” 5) “Presentation, Response, Setting, and Timing are the four basic types of accommodations used during instruction and assessment.” 6) Accommodations, reasonable adjustments and scaffolding are inclusive tools that allow all students interact and participate in neurodiverse classrooms 7) “ Accommodations are only helpful if the student knows how to use them effectively” 8) A language teacher should never assume that implicit learning of English is efficient in dyslecxic students . 9) Implicit learning of new vocabulary through reading may not be very efficient because working memory may be weak 10) For dyslexic students to learn implicitly , teachers should provide these students with much larger amount of input than their classmates.   11) When teaching sound.-spelling relationships it is recommended to use explicit explanations 12) When presenting vocabulary patterns ( morphological awareness) such as prefixes and suffixes always use explicit explanations! 13) Explicit explanations are necessary when working on socio-pragmatic information such as cultural cues, idiomatic expressions and colloquialisms. 14) Training dyslexic learners in metacognitive and metalinguistic techniques will favour autonomy in the process of L2 acquisition 15) Combining multisensory approaches , teachers will prompt students to use their strengths to compensate for auditory and/ or visual memory weaknesses.

Recapping on module 3

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