Shirley Beatriz Enríquez Lozano, Gabriela Geovanna Guevara Enriquez


Objective: In order to guarantee sustainable academic progress in dyslexic students, this work is based on tools that help English teachers manage and assess dyslexics properly. Method: The evaluation and the diagnosis were made from the application of qualitative and quantitative protocols of the critical approach, determining, the acquisition of English as a second language. Results: After the initial evaluation, a proposal was made as a tool for teachers teaching this second language. An important material provided is a list of strategies and techniques that allow teachers to guide them in the class process and evaluate students withthis learning difficulty. This resourcewas designed to be applied in the Diagnostic, Formative, and Summative Assessment. Conclusion: It is important to offer dyslexics the opportunity to be taught and assessed according to their own abilities. Teachers also need to be guided to face this problem in the classroom.

Palabras clave

Dyslexia, Strategies, Techniques, Assessment, Skills

Texto completo:



Ashman, A. (2003). Supporting children with dyslexia. United Kingdom: The Question Publishing Company Ltd. Bandura, A. (1990). Aprendizaje Social y desarrollo de la personalidad . Madrid: Alianza Editorial.

Rondont-Hay, A. (2012). Teaching English to Dyslexic Students. Retrieved March

Staff, B. A. (n.d.). British Dyslexia Association. Retrieved March 26, 2014, from

Blachman, B. (1997). Foundation Reading Acquisition and Dyslexia: Implications

British Library Cataloguing.

February 2, 2013, from http://vi.unctad. org/files/daaddlteachtools/html/ Finnochiaro Mary y Bumfit Christopher. (1989). The Functional National Approach from Theory of Practice. Oxford: Oxford University Press.

Tomson, M. (2009). The Psychology of Dyslexia: A handbook for teachers with Turner, E. and Pughe, J. (2013). Dyslexia and English. London: Fulton Publisher.

Bumfit Christopher y Finocchiaro Mary. (1983). The Functional National Approach, from theory to practice. New York: Oxford University Press. C.H.Patterson. (1982). Bases para una teoría de la enseñanza y psicología de la educación. New York: El manual moderno.

for early interventions. New Jersey: Lawrence Erlbaum Associates, Inc. Government, N. E. (2013). Educational Needs. Retrieved January 22, 2014, from dyslexia/furtherinformation/ dyslexia- research-information-.html areas/inclusive-education/what- inclusive-education special-educational-needs International, D. D. (2014). www.easy- Retrieved March 30, Jiménez y Segovia. (2011). www. Obtenido de bitstream/27000/1002/1/T-UTC-0703. pdf

C.H.Patterson. (1982). Bases para una teoría de la enseñanza y psicología de la educación. New York: El manual moderno.

Caiza, L. (6 de 2012). Repositorio UCE. Recuperado el 18 de 12 de 2014, de http://www.dspace.uce. UCE-0010-40.pdf

Case Studies. Oxford: Whurr Publishers.

Center, D. R. (2013). Easy Reaing Card. USA: http://www.easy-reading-

Dominguez, Seis y Medina. (29 de Noviembre de 2010). www.

Kurnoff, S. (2000). The human Side of Dyslexia. USA: London Universal.

Enlaces refback

  • No hay ningún enlace refback.

Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento 4.0 Internacional.