Autor: asttlr

Dinamica achiziției vocabularului la copiii cu dizabilități auditive: o perspectivă asupra competențelor expresive și a profunzimii lexical

asttlr

Dinamica achiziției vocabularului la copiii cu dizabilități auditive: o perspectivă asupra competențelor expresive și a profunzimii lexical

The dynamics of vocabulary acquisition in children with hearing impairments: a perspective on expressive skills and lexical depthe

Ioana-Letiția ȘERBAN, Martina VARGA
Abstract

This study explores the dynamics of vocabulary acquisition in children with hearing impairments, with a focus on expressive language skills and lexical depth. Grounded in current theoretical and empirical research, the paper highlights the crucial role of vocabulary in language development, academic achievement, and social participation, while emphasizing the specific challenges faced by children with limited access to auditory input. The distinction between receptive and expressive vocabulary, as well as between vocabulary breadth and depth, provides the conceptual framework for the analysis.
The empirical component of the study investigates vocabulary development in a small sample of six primary school students with hearing impairments, enrolled in special education. Participants differed in terms of auditory compensation (cochlear implants versus hearing aids), severity of hearing loss, and communication mode (verbal language and/or sign language). Vocabulary was assessed through tasks involving word naming, explanation of meanings, and the use of words in sentence completion.
The results reveal significant variability in vocabulary performance, influenced by both the type of auditory compensation and the linguistic environment. Students with cochlear implants and those predominantly using verbal language achieved higher scores in naming and usage tasks, while students relying mainly on sign language demonstrated stronger performance in sign-based expression but weaker outcomes in verbal and written vocabulary. Across participants, lexical depth proved to be more limited than lexical recognition, with many students providing only partial explanations of known words. Additionally, performance decreased as lexical complexity increased, particularly for multisyllabic words and written sentence tasks, where grammatical errors were frequent.
The findings underline the need for early, systematic, and multimodal vocabulary instruction that integrates verbal language, sign language, and visual support. Effective intervention should target both the expansion and deepening of vocabulary knowledge, ensuring meaningful integration into semantic networks. Such approaches are essential for improving language competence, literacy development, and educational inclusion in children with hearing impairments.

Keywords: vocabulary acquisition; hearing impairments; expressive language; lexical depth; multimodal instruction
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DOI:10.26744/rrttlc.2026.12.1.11
Published on line: 03/31/2026

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Realitatea virtuală – o abordare inovatoare în terapia tulburărilor de limbaj și comunicare

asttlr

Realitatea virtuală – o abordare inovatoare în terapia tulburărilor de limbaj și comunicare

Virtual Reality – An Innovative Approach in Speech And Language Therapy

Carolina Bodea HAȚEGAN, Dorina Anca TALAȘ, Raluca Nicoleta TRIFU
Abstract

Virtual Reality (VR) represents an emerging technology with significant potential in the field of speech therapy. Through interactive and controlled digital environments, VR enables the creation of diverse therapeutic contexts that can be adapted to the individual needs of patients. This paper aims to highlight how virtual reality can support speech therapy interventions for both children and adults, while also providing an overview of the benefits and limitations of this technology.

Keywords: VR, articulatory disorders, receptive and expressive language, pragmatic communication, global aphasia, technology
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DOI:10.26744/rrttlc.2025.11.2.02
Published on line:10/31/2025

Tehnici de muzicoterapie neurologică pentru dezvoltarea limbajului la copiii cu tulburare din spectrul autismului

asttlr

Tehnici de muzicoterapie neurologică pentru dezvoltarea limbajului la copiii cu tulburare din spectrul autismului

Language development through neurological music therapy in children with autism spectrum disorder

Cristina BĂLAȘ-BACONSCHI, Maria MOLDOVAN
Abstract

Neurological Music Therapy (NMT), as a model of music therapy identifies techniques that have been incorporated into medical settings. Thaut and Hoemberg (2014) describe NMT as the use of standardized treatment techniques as interventions that are founded on scientific research. The techniques of NMT provide the therapeutic application of music to cognitive, sensory, and motor dysfunctions used as a method to treat neurological diseases. The present study is focused on the use of neurological music therapy to enhance language development and to improve cognitive functioning and motor skills. The study is quite new for the Romanian literature, due to the fact that the techniques included in neurological music therapy have not been used for children with ASD. Our group consisted of two preschool children diagnosed with ASD, for whom we applied the Isolated Sounds Assessment Sheet, the Portage Test, and the Musical Communicative Rating Form before and after the implementation of the music therapy program. At the same time, the children were observed during all the therapy sessions. The results confirm our assumptions, the level of development of the linguistic area will be significantly higher, as well as the articulatory skill level and the cognitive and sensory-motor level, at the end of the study.

Keywords: neurological music therapy, language development, autism, communication, cognition.
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DOI:10.26744/rrttlc.2025.11.2.03
Published on line:10/31/2025

Particularități ale limbajului și atenției elevilor în contextul expunerii la ecrane

asttlr

Particularități ale limbajului și atenției elevilor în contextul expunerii la ecrane

Special features of students’ language and attention in the context of screen exposure

Eliza DARIE
Abstract

This paper aims to provide theoretical documentation of observations from professional practice related to the fact that there is a link between poor language skills, attention deficit, and prolonged exposure to screens.
Based on a theoretical review of the literature, relationships between attention and language were identified, due to the fact that there are parts of the brain that have functions related to both attention and language.

Keywords: language, attention, screens, deviation.
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DOI:10.26744/rrttlc.2025.11.2.04
Published on line:10/31/2025

Influența comportamentului alimentar timpuriu asupra riscului de dezvoltare a unui palat dur gotic

asttlr

Influența comportamentului alimentar timpuriu asupra riscului de dezvoltare a unui palat dur gotic

The Influence of Early Feeding Behavior on the Risk of Developing a Gothic Hard Palate

Antoaneta COSTACHE
Abstract

This paper investigates the relationship between early feeding and oral behaviors in infants and the risk of developing a high-arched (gothic) hard palate — a deformity frequently associated with prolonged habits such as pacifier use or thumb sucking. The study was conducted on a sample of 41 children, using a quantitative, non-experimental research design, including both correlational and differential analyses. Data included the duration of breastfeeding, pacifier use, and thumb sucking, analyzed using JASP software. Spearman’s correlation revealed significant positive relationships between pacifier use and thumb sucking with the degree of palatal deformation, and a negative relationship with breastfeeding duration. No significant gender differences were identified. The results underline the importance of early monitoring of oral behaviors to prevent orofacial malformations

Keywords: early oral behaviors, gothic hard palate, orofacial deformities.
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DOI:10.26744/rrttlc.2025.11.2.05
Published on line:10/31/2025

Dezvoltarea abilităților narative la elevii cu dizabilități auditive

asttlr

Dezvoltarea abilităților narative la elevii cu dizabilități auditive

The development of Narrative Skills in Students with Hearing Impairments

Estera DEOANCĂ
Abstract

The present research aims to highlight the impact of using innovative educational resources — the creative game Story Cubes and the digital application Story Spark — on the development of narrative skills in students with hearing impairments. The study included three students aged between 9 and 10, diagnosed with varying degrees of sensorineural hearing loss and coming from different family backgrounds. The methodology involved an initial assessment of narrative competences, an intervention phase based on playful-educational activities, and a final evaluation of progress.
The results revealed significant improvements in the coherence and complexity of utterances, the correct use of grammatical structures, vocabulary expansion, and enhanced narrative creativity. The students demonstrated increased engagement and motivation in the storytelling process, while the integration of digital tools supported their transition from passive listeners to active content creators.
The study’s conclusions emphasize the value of using interactive and playful educational resources in language development for children with hearing impairments, highlighting the role of pedagogical innovation in shaping communicative, cognitive, and socio-emotional competence

Keywords: Innovative education, Hearing impairment, Narrative skills, Digital tools, Story Cubes
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DOI:10.26744/rrttlc.2025.11.2.06
Published on line:10/31/2025

Profilul de dezvoltare al abilităților lingvistice în contextul dizabilității intelectuale

asttlr

Profilul de dezvoltare al abilităților lingvistice în contextul dizabilității intelectuale

Development profile of language skills in the context of intellectual disability

Ionela Andreea HICIU
Abstract

This article investigates the particularities of oral language development (phonetic-phonological, morphological, semantic, and syntactic aspects) in students with intellectual disability (ID). Intellectual Disability is characterized by significant limitations in both cognitive function and adaptive behavior (conceptual, social, and practical skills), with an onset before the age of 18. The psychopedagogical profile of these students is often marked by a reduced vocabulary, slow intellectual development, a tendency toward concrete thinking.The study involved four students from the „Rudolf Steiner” Inclusive Education School Center in Hunedoara. A comprehensive methodological approach was used, including the „Pași prin lumea sunetelor” App for articulation , the T50 Technique , the Words Eminus Platform (for lexical, phonological, and morphosyntactic skills) , the Alice Descoeudres Test for determining the psychological age of language , the Phonological Processing Test (ASTTLR) , and the Mean Length of Utterance (MLU) analysis.
The results confirmed significant developmental delays, with participants exhibiting a psychological language age much lower than their chronological age. Articulation difficulties were particularly noted with fricative and affricate consonants. Lexical and semantic deficits were reflected in a limited active vocabulary, especially for abstract concepts, and a slow retrieval of labels. Syntactically, while MLU scores ranged from 5.38 to 6.42 morphemes, indicating some ability to use morphological structures, speech production often contained short, concrete sentences and grammatical inaccuracies.
In conclusion, the study highlights the complexity of linguistic profiles in the context of Intellectual Disability and emphasizes the need for specialized, corrective-compensatory interventions to improve functional language abilities and social integration

Keywords: MLU, intellectual disability, semantic development
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DOI:10.26744/rrttlc.2025.11.2.07
Published on line:10/31/2025

Implicații ale utilizării metodelor activ-participative în lucrul cu textul la elevii cu dizabilități intelectuale ușoare și moderate

asttlr

Implicații ale utilizării metodelor activ-participative în lucrul cu textul la elevii cu dizabilități intelectuale ușoare și moderate

Implications of Employing Active and Participatory Teaching Methods in Text-Based Learning for Students with Mild and Moderate Intellectual Disabilities

Ioana-Letiția ȘERBAN, Andrea HATHAZI, Sebastian-MARTIN HALLE
Abstract

The learning process represents a complex experience and children often encounter diverse difficulties and specific challenges. For children with intellectual disabilities these difficulties may range from mild to severe and can manifest either temporarily or persistently affecting different developmental areas. Special education teachers must be prepared to implement specific models of educational support which are personalized for each SEN student. According to their level of reading, students with mild and moderate intellectual disability develop individualized approaches towards the written text, using either phonological or orthographical strategies depending on their decoding skills. Reading comprehension is an active process shaped by the interaction between the reader’s abilities and the complexity of the text.
Objectives of the study: (1)To adapt the Cube Teaching Method and the Lotus Blossom Method for students with mild and moderate intellectual disabilities, with the aim of implementing these approaches in reading instruction. (2) To assess reading comprehension across four texts taught using these methods and to compare the results in order to identify potential differences in effectiveness between the two approaches.
Results: Both adapted methods were effective in enhancing reading comprehension. The Cube Teaching Method yielded slightly higher scores, particularly in recalling text details and constructing accurate sentences.

Keywords: teaching methods, reading comprehension, intellectual disability
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DOI:10.26744/rrttlc.2025.11.2.08
Published on line:10/31/2025

Intervenție psihopedagogică personalizată bazată pe metode augmentative și pe organizatori grafici narativi pentru dezvoltarea limbajului expresiv la un elev cu TSA- studiu de caz

asttlr

Intervenție psihopedagogică personalizată bazată pe metode augmentative și pe organizatori grafici narativi pentru dezvoltarea limbajului expresiv la un elev cu TSA- studiu de caz

Personalized Psychopedagogical Intervention Based on Augmentative Methods and Narrative Graphic Organizers for the Development of Expressive Language in a Student with ASD. A Case Study

Nicoleta-Iulia DIACONU
Abstract

This study examines the effectiveness of augmentative methods and graphic organizers in the development of language in students with Autism Spectrum Disorder (ASD). By applying a new method , the narrative quadrant , alongside visual and verbal support, a significant improvement was observed in the students’ ability to reproduce sentences from a story. The results suggest that integrating these tools, supports oral expression and narrative comprehension in students with ASD.

Keywords: autism spectrum disorder, storytelling intervention, augmentative methods, graphic organizers, narrative quadrant, language development.
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DOI:10.26744/rrttlc.2025.11.2.09
Published on line:10/31/2025