Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18941
Title: 
Beliefs, knowledge and practices of grammar pedagogy: Teaching dyslexic learners
Authors: 
Keywords: 
Grammar pedagogy
Dyslexia
Teacher cognition
Issue Date: 
2016
Citation: 
Kiss, T., & Lin, C. (2016). Beliefs, knowledge and practices of grammar pedagogy: Teaching dyslexic learners. Malaysian Journal of ELT Research, 12(1), 37-59. Retrieved from http://journals.melta.org.my/index.php/majer/article/view/24
Abstract: 
This paper examines the beliefs, knowledge and practice of specialist teachers who teach
the English Language to dyslexic learners in Singapore. It explores the pedagogical bases
of teachers' work in grammar teaching and investigates the extent to which personal
beliefs and knowledge have informed instructional practices. The results reveal
weaknesses in the teachers' language awareness and a lack of grammatical knowledge,
which have negatively impacted their effectiveness as teachers of dyslexic learners. There
is a call to provide teachers the knowledge on language teaching in teacher development
programmes and to develop a common belief system on pedagogical practice amongst
them.
URI: 
ISSN: 
1511-8002
Website: 
Appears in Collections:Journal Articles

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