COD 2022 - D711

Webinar - The Benefits of Literature for Students with Dyslexia in the EFL class

Pre-school, primary and secondary school EFL teachers

2 sessions, start: 24-May

Course detail

Year: 2022
Level: Distance
Language: English
Status: Ended
Lugar: Distance
Facilitator/s: Ms. Patricia Pena Koessler, Ms. María José Boladeras MA
Print course
ESSARP Schools
Free of charge
Exams Schools
ARS 4400.00
Non affiliate
ARS 4400.00


Sessions Dates Start Finish
1 24 May 2022 05:30 pm 07:00 pm
2 31 May 2022 05:30 pm 07:00 pm


Patricia Pena Koessler

Graduate Teacher of English at Primary and Secondary level from I.S.P “Dr. Joaquín V. Gonzalez.” Postgraduate course in Children and Young Adults’ Literature at I.E.S en Lenguas Vivas "J.R.Fernández." She has been teaching Literature in primary and secondary school for more than fifteen years.

María José Boladeras

Graduate Teacher of English from I.S.P. Nº 7 "BG E. López" with a postgraduate course in English Language from Universidad del Salvador. Postgraduate course in Orton Gillingham at IMSE "Institute of Multisensory Education" in Atlanta, USA. Postgraduate course in Children's Neuropsychology and Learning Difficulties from Universidad de Morón. Currently, she is a Master's student in Learning Difficulties at Universidad del Salvador. She has been teaching English to students with learning difficulties for nine years.
Pre-school, primary and secondary school EFL teachers
- To analyse Argentina’s 27306 national law and its requirements to ensure dyslexic or other SEN (Special Educational Needs) students receive equity in educational opportunities.
- To help teachers recognise typical signs of dyslexia in order to inform educational psychologists at school and provide the former with useful strategies to create a dyslexia-friendly classroom.
- To reflect on neurodiversity, building on our students’ strengths and fostering inclusion in our mixed-ability class.
- To propose multisensory techniques together with literary activities that benefit dyslexic and all students.
Multi -sensory teaching is highly beneficial for all students, and more so for those with dyslexia and other learning difficulties. We’ll share how performance poetry can become the ideal springboard to introduce dyslexic students to the literary world. Laughter and body movement help self-conscious learners relax, lower their affective filter and derive enjoyment from the class. It is the purpose of our talk to show how literature, when endowed with a playful and emotive frame, proves enormously effective in the EFL class.
Firstly, we will examine how the dyslexic brain works when reading and when learning a foreign language. Once having done so, we will suggest teaching strategies for dyslexic students to enjoy and benefit from the use of literary texts in the EFL class. We intend to show how, in the end, all students in a mixed-ability class profit from the teaching of literature and a teaching methodology accommodated to dyslexic students.
• Benton, Michael (1992) Secondary Worlds, Literature teaching and the Visual Arts. Buckingham: Open University Press.
• Dehaene, Stanislas (2014) El Cerebro Lector: Últimas noticias de las neurociencias sobre la lectura, la enseñanza, el aprendizaje y la dislexia. Buenos Aires: Siglo Veintiuno Editores.
• Franklin, Daniel (2018) Helping Your Child with Language-Based Learning Disabilities. Oakland: New Harbinger Publications.
• Maley, Alan (1993) Short and Sweet, Short texts and how to use them, Volume 1. Great Britain: Penguin Books.
• Ruttle, Kate (2018) Differentiating for Inclusion, Target Ladders: Dyslexia. UK: LDA.
• Ruttle, Kate (2009) You Can series: Motivate reluctant readers. Warwickshire: Scholastic.
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