Autor: asttlr

Aloud Reading –technique for developing lexical abilities

asttlr

Cititul cu voce tare-modalitate de dezvoltarea abilităţilor lexicale

Aloud Reading –technique for developing lexical abilities

Carolina BODEA-HAŢEGAN, Dorina TALAŞ, Raluca TRIFU
Abstract

This paper brings into the light the reading aloud as strategy to improve linguistic competences. In the fist part of the article, after a short introduction, reading aloud is analyzed from a controversial point of view, analyzing the specialized literature which underlines the positive impact of reading aloud on developing linguistic abilities, but also the negative impact. In the second part reading aloud is analyzed through the features it involves, bot at the voce parameters and in the kinesthetic sector (gestures which the reader uses in order to facilitate the access of the listener to the meaning of the text). The fallowing section of the article underline on the implication that reading aloud can have on increasing the active and passive vocabulary, but also on shaping the behavior of the children with ASD (Autism Spectrum Disorder). In the last part of the article authors describe a practical experience where reading aloud was used as both a speech therapy strategy and as a strategy to activate children reading comprehension abilities during the World Read Aloud Day (an International event that celebrated Reading Aloud).

Keywords:reading aloud, voice, World Read Aloud Day, vocabulary, reading comprehension
pdf

DOI:10.26744/rrttlc.2017.3.1.10

Published on line: 15/03/2017

References:

Bodea Haţegan, C., Talaş, D. (2015). Psycho-pedagogical directions for the training and development of lexical semantic dimensions of language, Procedia of Interdisciplinarity DSCEI 2014, articol in extenso publicat în volumul International Conference: Selected Papers (Oradea: Romania), Section Humanities, AARDVARK Global Publishing, Utah, USA, p. 66-78.

Carey, S., Bartlett, E. (1978). Acquiring a single new word. Proceedings of the Stanford Child Language Conference,15, 17–29.

Dickinson, D.K., McCabe, A., Anastasopoulos, L. (2003). A framework for examining book reading in early childhood classrooms. In A. van Kleeck, S.A. Stahl, & E.B. Bauer (Eds.), On reading books to children: Parents and teachers(pp. 95–113). Mahwah, NJ: Erlbaum.

Diesendruck, G. (2007).Mechanisms of word learning. In E. Hoff &M. Shatz (Eds.), Blackwell handbook of language development (pp. 257–276). Malden, MA: Oxford.

Fleury, V.P. (2015). Engaging Children with Autism in Shared Book Reading: Strategies for Parents, Young Exceptional Children, v18 n1 p3-16 Mar 2015

Hoff, E. (2006). Language experience and language milestones during early childhood. In K. McCartney & D. Phillips (Eds.), Blackwell handbook of early childhood development XV(pp. 233–251). Malden, MA: Blackwell.

Lane, H.B, Wright, T. (2007). Maximizing the effectiveness of reading aloud, International Reading Association (pp. 668–675) doi:10.1598/RT.60.7.7.

Lwin, Soe Marlar (2016). It’s story time!: Exploring the potential of multimodality in oral storytelling to support children’s vocabulary learning, Literacy, Vol. 50 Number 2.

Nation, I. S. P., Webb, S. (2011) Researching and Analysing Vocabulary. Boston, MA: Heinle, Cengage Learning.

Trelease, J. (2013). The read-aloud handbook (Seventh Ed). Penguin Publishing Group. Retrieved from http://www.trelease-on-reading.com/rah-intro.html

http://www.litworld.org/wrad/

http://citimimpreunaromania.ro /

https://www.metametricsinc.com/lexile-framework-reading/

http://www.trelease-on-reading.com/index.html

Causality relationship

asttlr

Relaţia de cauzalitate reciprocă între conştiinţa fonologică, procesarea fonologică şi învăţarea citirii şi scrierii

The causal relationship between phonological consciousness, phonological processing and reading and writing learning

Oana PREDA, Vasile Radu PREDA
Abstract

The present study (The reciprocal causality relation marking phonological awareness, phonological processing and the acquisition of reading and writing skills) offers an analysis of the psychological and pedagogical premises in acquiring reading and writing skills on the basis of the results of research studies pertaining to the following: the role of phonological awareness and that of phonological processing in acquiring lexical competence; the hypothesis that there is a reciprocal causality relation between phonological awareness and learning writing skills; dysfunctions in the treatment of linguistic data; the impact that lexical age might have on dyslexic versus regular readers; effective pedagogical actions for learning reading skills. To illustrate the role played by phonological awareness and by phonological processing in fostering the pre-acquisition of the linguistic skills necessary for reading and writing, the case study of a pre-school child and the results of the NEPSY investigation are presented.

Keywords: phonological awareness, phonological processing, linguistic competence, lexical competence, dyslexia, reading and writing.
pdf

DOI:10.26744/rrttlc.2017.3.1.11

Published on line: 15/03/2017

References:

Adams, A. M., Gathercole, S.E. (2000). Limitations in working memory: implications for language development. International Journal of Language and Communication Disorders, 35, 1:95 – 116.

Anca, M. Haţegan, C. (2008). Terapia limbajului. O abordare interdiscipliară. Cluj-Napoca: Presa Universitară Clujeană.

Ashby, J., Dix, H., Bontrager, M., Dey, R., Archer, A. (2013). Phonemic Awareness Contributes to Text Reading Fluency: Evidence From Eye Movements. School Psychology Review, 42 (2): 157-170.

Biemiller, A. (2011). Vocabulary development and implications for reading problems. În: A.McGill-Franzen, R.L. Allington. Handbook of reading disability research. New York: Routledge: 208-218.

Bodea-Haţegan, C. (2013). Procesarea fonologică – Delimitări teoretice şi aspecte practice. Cartea Albă a Psihopedaogiei speciale, Departamentul de Psihopedagogie specială, Cluj-Napoca, p. 1-11.

Bodea-Haţegan, C. (2015). Tulburările de limbaj şi comunicare. În: A. Roşan (coord.). Psihpedagogie specială. Modele de evaluare şi intervenţie. Iaşi : Polirom : 212—243.

Casalis, S. (1998). Lecture et dyslexies de l’enfant. Paris, Septentrion : Presses Universitaires.

Chiat, S. (2001). Mapping theories of developmental language impairment: Premises predictions, and evidence. Language and cognitive processes in developmental disorders, 16, 2/3: 113 – 142.

Claesses, M., Heath, S., Fletcher, J., Hogben, J, Leitao, S. (2009). Quality of phonological representations: a window into the lexicon? International Journal of Language and Communication Disorders, 44, 2: 121 – 144.

Demont, E., Botzung, A. (2003). Contribution de la conscience phonologique et de la mémoire de travail aux difficultés en lecture: étude auprès d’enfants dyslexiques et apprentis lecteurs. L’Année Psychologiues, 103, 3 : 377 – 409.

Gathercole, S.E., Baddeley, A. (1990). Phonological memory deficits in language disorders of children: Isthere a causal connection? Journal of Memory and Language, 29: 336-360.

Gérard, C.L. (2006). Non-specific language disorders in children. Neuropsychiatrie de l’enfance et de l’adolescence, 54, 1:54 – 61.

Grossmann, F. (2011). Didactique du lexique: état des lieux et nouvelles orientations. Pratiques, 149/150:103- 108

Hoffman, L., Gilliam, R. (2004). Verbal and spatial information processing constraints in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 1: 114-121.

Hover, W.A., Gough, P.B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2: 127-160.

Korkman, M., Kirk, U., Kemp, S. (2003).

NEPSY: Bilan Neuropsychologique de l’Enfant. Paris: Editions du Centre de Psychologie Appliquée.

Montgomery, J. (2003).Working memory and comprehension in children with specific language impairment: what we know so far. Journal of communication disorders, 36, 3: 221 – 231.

Nader-Grosbois, N. (2006). Le développement  cognitif et communicatif du jeune enfant. Bruxelles: De Boeck.

Pagani et all. (2011). Prédire la réussite scolaire des enfants en quatrième année à partir de leurs habiletés cognitives, comportementales et motrices à la maternelle. Étude longitudinale du développement des enfants du Québec de la naissance à10 ans. Québec: Institut de la statistique du Québec, Vol. 6, fascicule 1.

Ramus, F., Szenkovits, G. (2008). What phonological deficit? The Quarterly Journal of Experimental Psychology, 61, 1: 129 – 141.

Soltani, A., Roslan, S. (2013). Contributions of Phonological Awareness. Phonological Short-Term Memory and Rapid Automated Naming, toward Decoding Ability in Students with Mild Intellectual Disability. Research in Developmental Disabilities: A Multidisciplinary Journal, 34 (3): 1090-1099.

Ulman, M. (2001). The declarative/procedural model of lexicon and grammar. Journal of Psycholinguistic Research, 30: 37 – 69.

Social (Pragmatic) Communication Disorder. A study investigating the perception of the Romanian speech and language therapists

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Tulburarea de comunicare socială (pragmatică) – (TCSP).
Studiu ilustrând percepția specialiștilor în terapia limbajului din România.

Social (Pragmatic) Communication Disorder. A study investigating the perception of the Romanian speech and language therapists

Carolina BODEA HAŢEGAN, Dorina TALAȘ, Raluca (SOARE) TRIFU
Abstract

Social (pragmatic communication disorder) is a new specific diagnosis category proposed in this form just from 2013 through DSM-5. This reorganization of the speech and language disorders implies new directions in the professional continuous development field for speech and language therapists. In this light this article details the investigation conducted in order to underline the position of the speech and language therapists from Romania regarding this new diagnosis of social (pragmatic) communication disorder, how often do they face this diagnosis, to what extend their initial training and continuous professional development trainings ensure suitable abilities and competences to work with children or adults with this diagnosis, to what extend to they express the need to get new information and new competences in the assessment and intervention field for this diagnosis. Results obtained (data were collected from 122 speech and language therapists) underlined the fact that even if social (pragmatic) communication disorder is not a classical speech and a language disorder, speech and language therapists from Romania meet here quite often and express great need for further training in this filed, even if some of them indicated that their initial and continuous training offered them good and functional abilities for assessing and intervention procedures for children and adults with social (pragmatic) communication disorder. These results were recommended to be taken into consideration for future accreditation of different educational training program in speech and language therapy field.

Keywords: social communication, pragmatics, social communication (pragmatic) disorders
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DOI: 10.26744/rrttlc.2016.2.2.02

Published on line: 15/10/2016

References:

Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., Nash M, Green J, Vail A, & Law, J. (2012). The Social Communication Intervention Project: A randomized controlled trial of the effectiveness of speech and language therapy for school-age children who have pragmatic and social communication problems with or without autism spectrum disorder. International Journal of Language & Communication Disorders, 47(3), 233-244

Anca, M.; Bodea Haţegan, C. (2012)(coord. echipa de traducere). Scala Integrată de dezvoltare, Cochlear AG Press, CH-4052 Basel, Switzerland.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

American Psychiatric Association (2003). Manual de Diagnostic şi Statistică a Tulburărilor Mentale, a 4-a ediţie revizuită. Bucureşti: Asociaţia Psihiatrilor Liberi din România.

ASHA. (2016.). Social Communication Disorders: Overview. Retrieved from http://www.asha.org/Practice-Portal/Clinical-Topics/Social-Communication-Disorders-in-School-Age-Children/, in 23.10.2016.

Bodea Haţegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, Bucureşti: Editura Trei.

Bodea Haţegan, C.; Talaş, D. (2013). Scala Communication Matrix, pentru terapeuţi, https://www.communicationmatrix.org/Content/Translations/COMMUNICATION%20MATRIX_RO.pd, Portlad/Oregon.

Dewart, H., & Summers, S. (1995). The Pragmatics Profile of Everyday Communication Skills in Children. Windsor: NEFER- Nelson.

http://www.asttlr.ro/news.php?extend.14.1 

Bilingual simultaneous two language acquisition

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Achiziția simultană timpurie a două limbi

Bilingual simultaneous two language acquisition

Diana TODIȚA SYLVANDER
Abstract

This article approaches stuttering from a psycho-behavioral perspective, both during the assessment stage and during the therapy stage. This approach is developed within a case study, is underlined the fact that stuttering needs a complex therapeutic approach. This complex approach can be delivered by the speech and language therapists as part of an intervention team, besides the psychologist, the psychotherapists and of course the parents and the child.

Keywords: psyholinguistics of bilingualism, simultaneous bilingual acquisition, early bilingual acquisition, code-mixing, linguistic mode, inter-linguistic influence, linguistic dominance

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DOI: 10.26744/rrttlc.2016.2.2.03

Published on line: 15/10/2016

References:

Grosjean, F. & Li, P. (20013). The Psycholinguistics of Bilingualism, West Sussex, UK: Wiley- Blackwell Publishing, p. 1-59;

Yip, V. (2013). Language Acquisition: Simultaneous Language Acquisition, în The Psycholinguistics of Bilingualism (Grosjean, François & Li, Ping, 20013), West Sussex, UK: Wiley- Blackwell Publishing, p. 119-139;

Li, P. (2013). Language Acquisition: Successive Language Acquisition, în The Psycholinguistics of Bilingualism (Grosjean, François & Li, Ping, 20013), West Sussex, UK: Wiley- Blackwell Publishing, p.145;

Bialystok, E. & Barac, R. (2013). Cognition and The Bilingual Brain: Cognitive Effects, în The Psycholinguistics of Bilingualism (Grosjean, François & Li, Ping, 20013), West Sussex, UK: Wiley- Blackwell Publishing, p. 193-210;

Grosjean, F. (2001). The Right of the Deaf Child to Grow Up Bilingual. Sign Language Studies, 1, p. 110-114;

Grosjean, F. (2008). Studying Bilinguals, Oxford: Oxford University Press;

Grosjean, F. (1989). Neurolinguists, Beware! The Bilingual Is Not Two Monolinguals In One Person, Brain and Language 36, Academic Press Inc., p. 3-15.

Haţegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj şi comunicare, Cluj-Napoca: Presa Universitară Clujeană;

De Houwer, A. (2009). An Introduction to Bilingual Development, Bristol, UK: Multilingual Matters Textbooks, p. 1-37;

Yip, V. & Matthews, St. (2007). The Bilingual Child, Cambridge, UK: Cambridge University Press;

García, O. (2009). Bilingual Education in the 21st Century, A Global Perspective, Oxford, UK: Wiley-Blackwell Publishing, p. 57-95;

Zurer Pearson, B. (2008). Raising A Bilingual Child, Living Language, New York: Random House Inc., p. 126-136;

Baker, C. (2007). Foundations of Bilingual Education and Bilingualism, Ediția a 4-a, New York: Multilingual Matters; p. 1-115;

Gordon, R. (2005). Ethnologue: Languages of The World, Dallas, TX, SIL International, Ediția a 5-a; versiunea on line http://www.ethnologue.com/ (consultată în 4 mai 2016);

Marian, V. & Neisser, U. (2000). Language-dependent recall of autobiographical memories, Journal of Experimental Psychology: General 129; p. 361-368;

Hulk, A. & Muller, N. (2000). Bilingual First Language Acquisition at The Interface Between Syntax and Pragmatics, Bilingualism: Language and Cognition 3, p. 227-244;

Paradis, J., Nicoladis, E. & Genesis, F. (2000). Early Emergence of Structural Constraints on Code-Mixing: Evidence from French-English Bilingual Children, Bilingualism: Language and Cognition 3, p. 245-261;

Steiner, N. & Hayes, S. L. (2009). 7 Steps to Raising a Bilingual Child, New York: AMACOM, p. 15-16;

Bourgogne, A. (2013). Be Bilingual- Practical Ideas for Multilingual Families, Middletown: Annika Bourgogne LTD, p. 15-17;

Nemeth, K. N. (2012). Many Languages, Building Connections, Lewisville, NC: Gryphon House,; p. 8.

Direction for approaching instrumental abilities for kindergarten students with intellectuals disabilities – case study

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Direcții de abordare a abilităților instrumentale la școlarul mic cu dizabilități intelectuale – studiu de caz

Direction for approaching instrumental abilities for kindergarten students with intellectuals disabilities – case study


Vancea CRISTINA
Abstract

Knowledge and description of specific processes of instrumental functions and their implications in the development and operation of young children with intellectual disabilities, the causes that give rise to instrumental disorders, the factors that determine the areas in which they can occur, are essential in leading the preparation intervention programs that stimulate instrumental skills deficits. Ensuring early detection and appropriate therapeutic intervention for children with intellectual disabilities will eliminate these instrumental function disorders or, at least, may diminish as a result of their negative influences on personality.
The paper will also present some evaluation and intervention methods for children with intellectual disabilities and instrumental function disorders for better inclusion in school and in the society; the methodology of this investigation is presented in a case-study.

Keywords: intellectual disabilities, school age children, instrumental functions, instrumental skill deficits
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DOI: 10.26744/rrttlc.2016.2.2.04

Published on line: 15/10/2016

References:

Ajuriaguerra, J. de (1974). Manuel de psychiatrie de l`enfant, Paris: Masson.

Burlea, G. (2007). Tulburări ale limbajului scris-citit, Iași: Editura Polirom.

Botez, M.I. (1996). Neuropsihologie clinică și neurologia comportamentului, București: Editura Medicală.

Klees-Delange, M. (1972). Psychologic evaluation of motor disturbances in children, Acta   Paedriatic Belgique, 26(3), p. 89-111.

Kulcsar, T. (1978). Factorii psihologici ai reușitei școlare, București: Editura Didactică și Pedagogică.

Marosits, I. (1992). A diszlexia veszlyesztetetseg jelei az ovodaskorban, Fejleszto Pedagia, 1-2,         Budapest.

Sedlak, F., Sindelar, B. (2002). De jo, mar en is tudom, ELTE ED., Budapest.

http://www.sindelar.at/

https://annetharesseconsulting.wordpress.com

Using ICF-CY in assessing and projecting therapy for children with Down syndrome. Case study

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Utilizarea CIF-C în evaluarea și proiectarea intervențiilor specifice sindromului down. Studiu de caz

Using ICF-CY in assessing and projecting therapy for children with Down syndrome. Case study

Elena CONSTANTIN
Abstract

The aim of this case report is to describe a rehabilitation process based on the International Classification of Functioning, Disability and Health for Children and Youth (ICF CY) framework for a child with Down syndrome to show its applicability to this kind of genetic disorder. ICF CY is a derived version of the International Classification of Functioning, Disability and Health (ICF) for the adult population designed to record characteristics of the developing child and the influence of the surrounding environments. ICF CY belongs to the “family” of international classifications developed by the World Health Organization (WHO) for application to various aspects of health in children and adolescents. It provides a common and standard language and a framework for the description of health and health-related states to facilitate the documentation and measurement of health and disability in child and youth populations.
ICF-CY gives specialists the opportunities to work toghether not only to provide separated intervention with the child, but also to work in partnership with the child`s family, peers, school and society.

Keywords: ICF, ICF CY, Down syndrome, Rehab-Cycle, rehabilitation management
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DOI: 10.26744/rrttlc.2016.2.2.05

Published on line: 15/10/2016

References:

Bodea Hațegan, C. (2016). Logopedia. Terapia Limbajului-Structuri Deschise, București: Editura Trei.

Covic, M., Ștefănescu, D., Sandovici, I. (2004). Tratat de genetică. Iași: Editura Polirom

Hyman,B.T. (1992). Down syndrome and Alzheimer disease. Progress in clinical and biological research. http://www.ncbi.nlm.nih.gov/pubmed/1409740

Kumin, L. (2003). Early communication skills of children with Down syndrome. US: Woodbine House Inc.

Lazea, C., Grigorescu-Sido, P., Manasia, R., Oprița, S. (2008). Malformații cardiace în trisomia 21, Revista Clujul Medical, LXXXI(1), 89-95, www.clujulmedical.umfcluj.ro/archive/1-2008.pdf.

Massey, G.V., Zipursky, A., Chang, M.N., Doyle, J.J., Nasim, S., Taub, J.W., Ravindranath, Y., Dahl, G., Weinstein, H.J. (2006). A prospective study of the natural history of transient leukemia (TL) in neonates with Down syndrome (DS): Children’s Oncology Group (COG) study POG-9481. Blood. 15: 107(12): 4606-13.

Popescu,V. (2007). Apneea obstructivă în cursul somnului la copil, Revista Română de Pediatrie. vol. LVI, (4), 350-358, www.medica.ro/reviste_med/download/

Popescu,V., Zamfirescu, A.(2009). Pacienții la risc pentru boli ale sistemului nervos central (SNC), Revista Română de Pediatrie. vol. LVIII (4), 350-358, www.medica.ro/reviste_med/

Prasher,V.P. (1999).Down syndrome and thyroid disorders: a review. The Down Syndrome Educational Trust. Down Syndrome Research and Practice, 6(1), 25-42, www.down-syndrome.org/research-practice/6/1/25/

Pueschel, S.M., Gieswein, S. (1993). Ocular disorders in children with Down syndrome.The Down syndrome educational trust.Down syndrome research and practice, I (3), 129-132, www.down-syndrome.org/reports/23.

Rauch, A., Cieza, A., Stucki, G., Melvin, J. (2008). How to apply the ICF for rehabilitation management in clinical practice. European Journal of Physical and Rehabilitation Medicine, 44 (3): 329-42.

XXX. (2012). Clasificarea internațională a funcționării, dizabilității și sănătății (CIF-CT): versiunea pentru copii și tineri, OMS Geneva.Organizația Mondială a sănătății- București -Buzău: Alpha MDN, 2012.

https://www.icf-casestudies.org/

https://www.icf-research-branch.org/download/category/4-icf-core-sets

https://www.icf-research-branch.org/icf-training/icf-e-learning-tool

http://www.who.int/classifications/drafticfpracticalmanual.pdf

http://www.who.int/genomics/public/geneticdiseases/en/index1.html

The development of the psychomotor abilities of the children with intellectual disabilities attending mainstream school

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Dezvoltarea abilităţilor psihomotorii la elevii de vârstă școlară mică cu dizabilităţi intelectuale integraţi în învăţământul de masă

The development of the psychomotor abilities of the children with intellectual disabilities attending mainstream school

Maria Cosmina CUCERZAN
Abstract

Integration of children with disabilities in mainstream school involves differantial approach and focuses on child` abilities. This means that the therapeutical approach is havily based on a thorough assesment sequence, assesment based on child`s abilities.
This article establishes in the first part the theoretical framework for the second part which presents the practical aprroach focused on psychomotor abilities in children with intellectual disabilities. The main psychomotor abilities, the basic concepts- body scheme, lateralisation, perception of time and space were assessed in order to be able to establish the future therapeutical coordinates of the intervention plan. The assesment procedure, as practical aspect was reinforced by the set of practical exercices throgh which the aim was that to ensure enriching children with new abilities. A case study was presented in order to particularize both the assessment procedure, as well as the intervention approach, so that this case study can be considered an example of a model of good practices in the field of intellectual disabilities.

Key words: psychomotor, personalized intervention, intellectual disabilities, perceptual-motor structures, school integration.

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DOI: 10.26744/rrttlc.2016.2.2.06

Published on line: 15/10/2016

References:

Păunescu, C. (1997). Terapia educaţională integrată, București: Editura Pro Humanitate.

Preda, V. (2010). Suport curs, Terapie şi educaţie psihomotrică, Cluj-Napoca.

Radu, I. D., Ulici, Ghe., (2003). Evaluarea si educarea psihomotricităţii, Bucureşti: Editura Fundaţiei Humanitas.

Radu, I. D. (2000). Educaţia Psihomotorie a deficienţilor mintali, București: Editura Pro Humanitate.

Roşan, A., Bălaș Baconschi, C. (2015). Dizabilitatea intelectuală în Roșan, A. (coord.). Psihopedagogie specială. Metode de evaluare şi intervenţie, Iași: Editura Polirom, p.99-104.

Vlad, E. (2000). Evaluarea în actul educaţional-terapeutic, București: Editura Pro Humanitate

Speech and language therapy in open rhinolalia context

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Terapia logopedică a rinolaliei deschise

Speech and language therapy in open rhinolalia context

Mirela BUTTA
Abstract

The general purpose of speech and language therapy, concerning rhinolalia, is removing the nasality from speech by developing a functional breathing ability, differentiating between nasal and oral breathing through the correct use of the epiglottis-laryngeal mechanism of closing.
In the case of the functional open rhinolalia, it is recommended the speech and language therapy to ensure the development of a correct articulator basis.
The speech therapy exercises are aiming especially the mobility of the velum and the coordination of the phonoarticulatory organs (for the mobility of the velum there are recommended exercises of blowing into different objects because the air under pressure is acting as a good massage for the velum; exercises done by blocking one nostril and trying to breathe; exercises of frequent deglutition of slight quantities of liquids).
The next stage of the therapy will be based on differentiating between the oral and the nasal breathing, on increasing the respiratory volume and precision and on prolonging the time of breathing out in verbal production.
After gaining control over the phonoarticulatory organs and the velum, phonetic exercises need to be implemented. It is important to put a great emphasis on the special gymnastics of each organ and on exercises of oral conduction of the respiratory wave. The sound producing must be obtained by using games and play therapy background.

Keywords: open rhinolalia, voice dysfunction, speech and language therapy, nasality, hipernasality
pdf

DOI: 10.26744/rrttlc.2016.2.2.07

Published on line: 15/10/2016

References:

Anca, M. (2002). Logopedie, Cluj-Napoca: Editura Presa Universitară Clujeană.

Anca, M.; Haţegan, C., (2008). Terapia limbajului. O abordare interdisciplinară, Cluj-Napoca: Editura Presa Universitară Clujeană.

Bejan, L., Drugaş, I., Hărdălău, L., (2009). Aplicaţii practice în Logopedie şi Psihologie şcolară, Oradea: Editura Primus.

Bodea Haţegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, Bucureşti: Editura Trei.

Jurcău, E., (2003). Logopedie, Bucureşti: Editura Didactică şi Pedagogică.

Moldovan, I. (2006). Corectarea tulburărilor limbajului oral, Cluj-Napoca: Editura Presa Universitară Clujeană.

Verza, E. (2009). Tratat de logopedie (vol 2), București: Editura Semne.

Vrăşmaş, E., Stănică, C. (1997). Terapia tulburărilor de limbaj. Intervenţii logopedice. Bucureşti: Editura Didactică şi Pedagogică.

The etiology and the symptomatology of the specific speech and language disorders

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Etiologia şi caracteristicile tulburărilor specifice de limbaj

The etiology and the symptomatology of the specific speech and language disorders

Oana PREDA
Abstract

The etiology and the characteristics of specific language impairment. After “Mapping Theories”, with integrative and systemic perspective, the developmental language impairment involve the different deficits and disorders: a) the deficits of auditory processing and speech perception; b) the deficits of perception and awareness of phonemes; c) specific phonological deficit hypothesis; d) phonological memory deficits; e) the limitations in working memory capacity; f) the deficits of language memory circuits. This different deficits and disorders have the impact on lexical and morphological learning in the context of language impairment

Key words: specific language impairments, speech and language disorders, phonological disorders
pdf

DOI: 10.26744/rrttlc.2016.2.2.08

Published on line: 15/10/2016

References:

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