Qualities of a Good Reading Text for Learners with SpLD

This article discusses the essential qualities that a reading text should possess to engage and motivate learners with Specific Learning Difficulties (SpLD). The text should be culturally relevant, arouse curiosity, and create a need for reading.

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About Qualities of a Good Reading Text for Learners with SpLD

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1. Qualities of a good reading text for learners with SpLD Qualities of a good reading text for learners with SpLD

2. Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001 1.Contents of the text 1.Contents of the text should be motivating to read should be motivating to read should awaken learners curiosity in the information should awaken learners curiosity in the information should create the need for reading should create the need for reading should take the social and cultural context into consideration should take the social and cultural context into consideration

3. 2. The length 2. The length should be appropriate for learners level should be appropriate for learners level should be increased gradually (short paragraphs first) should be increased gradually (short paragraphs first) long texts should be broken into smaller sections long texts should be broken into smaller sections long texts should be dealt with in several stages of the lesson or over a number of lessons long texts should be dealt with in several stages of the lesson or over a number of lessons Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

4. 3.Language quality - vocabulary 3.Language quality - vocabulary the level of difficulty of the reading text should be in line with the learners' level of proficiency the level of difficulty of the reading text should be in line with the learners' level of proficiency the text should not contain a high number of unfamiliar words the text should not contain a high number of unfamiliar words guessing the meaning from context can be challenging for learners with SpLD guessing the meaning from context can be challenging for learners with SpLD provide glossaries of words provide glossaries of words Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

5. 4. Language quality -grammar 4. Language quality -grammar the number of unfamiliar grammatical structures should be limited the number of unfamiliar grammatical structures should be limited complex syntactic or morphological constructions should be reformulated complex syntactic or morphological constructions should be reformulated Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

6. 5. Text layout 5. Text layout should be organised into short paragraphs should be organised into short paragraphs the font and size of the letters should be appropriate the font and size of the letters should be appropriate should be accompanied with illustrative pictures or visual images should be accompanied with illustrative pictures or visual images audio recording is also useful for learners with SpLD audio recording is also useful for learners with SpLD Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

7. Resources Resources Kormos, J., & Smith, A. M. (2012). Teaching languages to learners with specific learning difficulties . Clevedon: Multilingual Matters. Kormos, J., & Smith, A. M. (2012). Teaching languages to learners with specific learning difficulties . Clevedon: Multilingual Matters. Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001

8. Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP Grant agreement number: 2011-3631/001-001 This project has been funded with support from the European Commission. This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission can not be held responsible for any use which may be made of the information contained therein. This publication [communication] reflects the views only of the author, and the Commission can not be held responsible for any use which may be made of the information contained therein.