ABSTRACT
My original intention behind this book was to fill in a gap in the literature by showing how to meet the needs of post-16 EAL learners with dyslexia. Many of the practical difficulties and barriers to learning which these students experience can be linked to both dyslexia and EAL characteristics and underlying difficulties. Everyone working in the post-16 sector, and the students themselves, can benefit from understanding these multi-dimensional learning preferences.
