Întârzierea în dezvoltarea limbajului. Studiu de caz

Întârzierea în dezvoltarea limbajului. Studiu de caz

Language developmental delay. Case study

Carolina BODEA HAȚEGAN, Larisa VOICU
Abstract

The paper is structured in two sections: the first one establishes the theoretical framework, while the practical section, the second one describes a case study. The first section discusses, from a theoretical point of view, general elements of speech delay as they were described and analyzed in time according to different psycho-linguistic approaches. The second section, structured as a case study, describes the importance of early intervention at 0-5 years old children with speech delay. The case study includes ways of evaluation at this particular age, aiming to design a personalized intervention plan that is focused on all the aspects that influences the language acquisition and development – receptive language, expressive language, cognitive level and motor level. Results underlined that the early intervention in speech delay cases have major implications for their global development by offering the children the possibility to reach a proper development path.

Keywords: speech delay, speech disorders, language, expressive language disorder, receptive language disorder
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DOI: 10.26744/rrttlc.2017.3.2.02

Published on line: 31/10/2017

References:

Bodea Hațegan, C. (2016). Logopedie. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.

Camarata, S. (2016). Întârzierile de vorbire la copii, București: Editura Trei.

Kohnert, K.; Vim, D. (2005). Intervention with Lingvistically Diverse Preschool Children: A focus on Developing Home Language, Language, Speech, and Hearing Services in Schools, 36, 251-265.

Lonigan, C.J.; Allan, C. P. (2011). Assessement of preschool early literacy skills: linking children’s educational needs with empirically suported instructional activities, Psychology in Schools, 48 (5).

Papalia, D. E., Olds, S. W., Feldman, R.D.(2010). Dezvoltarea umană, București: Editura Trei.

Păunescu, C. (1962). Dezvoltarea vorbirii copilului și tulburările ei, București: Editura de Stat Didactică și Pedagogică.

Stan, L. (2016). Dezvoltarea copilului și educația timpurie, București: Editura Polirom.

Uljarević, M., Katsos, N., Hudry, K., Gibson, J.L. (2016). Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications. Journal of Child Psychology and Psychiatry. 57(11):1205-1217.

Zambrana, I.,Ystrom, E., Schjolberg, S, Pons, F. (2013). Action Imitation 1 ½ years is better than pointing gesture in predicting late development of language production at 3 years of age, Child Development, 84, 560-573

Wankoff, L. (2011). Warning Signs in Development of Speech, Language, and Communication: When to Refer to a Speech-Language Pathologist, Journal of Child and Adolescent Psychiatric Nursing, Wiley Periodicals Inc., 24: 175-184.

Tough, J. (2012). The Development of Meaning. A study of children`s use of language, New-York: Routledge.

 

Strategii de dezvoltare a auzului fonematic în contextul dizabilității intelectuale

Strategii de dezvoltare a auzului fonematic în contextul dizabilității intelectuale

Strategies to empower phonemic hearing in the context of intellectual disability

Liana Angela MUȘUȚAN
Abstract

Following the systematic observations made in the work with preschoolers with intellectual disabilities, we found that their basic trait is the deficient phonemic hearing and the delay in its development. This paper aims to present some ways to stimulate and develop phonemic hearing through a mobile application. The mobile application aims to develop perception, attention, memory and hearing discrimination. This was applied to a consortium of 24 participants, of which 10 preschoolers who achieved average and inferior results were included in a three-month therapy program. Following implementation of the tablet application, the results of the preschoolers improved at all stages of the program.

Keywords: phonemic hearing, intellectual disability, mobile application, pre-school, language

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DOI: 10.26744/rrttlc.2017.3.2.03

Published on line: 31/10/2017

References:

Alper, S., Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and Synthesis of the Literature, Journal of Special Education, 47-61.

Ayres, K.M, Mechling, L., Sansosti, F. J. (2013). The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: considerations for the future of school psychology, Considerations For The Future of School Psychology, Psychology in the schools, 50, 259–271.

Bodea Hațegan, C., (2013). Tulburări de voce și vorbire. Evaluare și intervenție, Cluj-Napoca: Presa Universitară Clujeană.

Hațegan, C., (2011). Abordări structuralist – integrate în terapia tulburărilor de limbaj și comunicare, Cluj –Napoca: Presa Universitară Clujeană.

Gherguț, A. (2007). Sinteze de psihopedagogie specială. Iaşi: Editura Polirom.

McNaughton D., Light J, (2013). The iPad and mobile technology revolution: benefits and challenges for individuals who require augmentative and alternative communication, Journal of Augmentative and alternatice Communication, 29, 107-116.

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

Roșan, A., Bălaș Baconschi, C. (2015). Dizabilitatea Intelectuală, în Roșan, A. (Coord.), Psihopedagogie Specială. Modele de evaluare și intervenție, București: Editura Polirom, 99-122.

Stephenson, J., Limbrick, L., (2013). A review of the use of touch screen – mobile devices by the people with developmental disabilities, Journal of Autism and Developmental Disorders. 45(12): 3777-91.

Talaș, D., A. (2013). Noi direcţii în terapia tulburărilor de limbaj. Aplicaţii pentru ios şi android . Cartea Albă a Psihopedagogiei Speciale. Coordonator Adrian Roșan, Departamentul de Psihopedagogie Specială.

Importanța terapiei limbajului în contextul dizatriei ataxice. Studiu de caz longitudinal

Importanța terapiei limbajului în contextul dizatriei ataxice. Studiu de caz longitudinal

The importance of language therapy in the context of Ataxic Dysarthria. Longitudinal case study


Mihaela Maria TELCEAN, Anamaria-Rada BERESCHI-BENE, Cristina SIBEF
Abstract

This paper focuses on the importance of early intervention on language development in children with ataxic dysarthria, taking into account that they face various breathing, articulation, phonetic, resonance and suprasegmental difficulties. Coordination disorders, difficulties in walking, abundant salivation, low muscle tone and jerky speech are also known disorders met in ataxic dysarthria.
All these disorders have a negative impact on the quality of life of the individuals diagnosed with this condition, so early intervention is necessary.
This paper aims to bring forward an approach based on developing the suprasegmental component of communication, the abilities of immediate imitation, focused attention, establishing visual contact, developing the phono articulatory apparatus mobility using classical exercises as well as orofacial stimulation (Morales Technique and using special instruments – Sensory therapy instruments, Z-vibe – an instrument with vibrations), developing breathing, articulation, phonetic and resonance skills, developing active vocabulary, taking into account the final aim, developing a functional and efficient communication.

Keywords: Ataxic Dysarthria, Early Intervention, Glucose Transporter Type 1 Deficiency Syndrome.
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DOI: 10.26744/rrttlc.2017.3.2.04

Published on line: 31/10/2017

References:

Anca, M., Bodea Haţegan, C. (coord.) (2012). Scala integrată de dezvoltare, traducere şi adaptare în limba română, Switzerland: Cochlear AG Press.

Bîlbîie, V. (2009). Dicționar: elemente de logopedie și psihologie medicală, Ediția a II-a, Iași: Qim.

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

Bodea Hațegan, C. (2012). Suport de Curs, Tehnici Speciale de Terapia Limbajului, Cluj-Napoca: Universitatea „Babeș-Bolyai”.

Dong, W., Pascual, J., De Vivo, D. (2002). Glucose Transporter Type 1 Deficiency Syndrome în Gene Reviews, https://www.ncbi.nlm.nih.gov/books/NBK1430/

Duffy, J. R (2012). Motor speech Disorders: Substrates, Differential Diagnosis and Management, Third Edition, Missouri: Elsevier.

Guțu, M. (1974). Curs de logopedie, Cluj-Napoca: Universitatea „Babeș-Bolyai”.

Frankenburg, W.K, Dodds, J.B ( 1967). DENVER- II, Denver Developmental Screening Test, adaptat în România de: Iliescu, D., Mitrofan, N. (2010), Cluj-Napoca: Editura Sinapsis.

Portnoy, R.A, Aronson, A.E (1982) . Diadochokinetic Sylabe Rate and Regularity in Normal and in Spastic and Ataxic Dysarthric Subjescts, Journal of Speech and Hearing Disorders, vol.47, 324-328.

Ziegler, W. (2002). Task Related Factors In Oral Motor Control: Speech and Oral Diadochokinesis in Dysarthria and Apraxia of Speech, Brain and Language, 80, 556- 557.

Dezvoltarea conștiinței fonologice la vârsta preșcolară

Dezvoltarea conștiinței fonologice la vârsta preșcolară

Developing phonological awarness at pre-school age

Ionuța MUNTEAN
Abstract

The child’s ability to perceive language, as a structure consisting of a limited set of sounds or phonemes can be considered to be one of the greatest conceptual constructs of the human mind.
The purpose of the present study was to train and develop the phonological abilities of preschool children based on an intervention program based on the activities of building, exposing, analyzing and solving different tasks of phonological awareness, a program included in the daily activities of language education. It was also considered to compare the results of children in two groups: the experimental group after conducting the phonological awareness development plan and the control group after the traditional language education activities, according to the curriculum for pre-school education.

Keywords: child development language, phonological abilities, phonological awareness, intervention program, phonological auditory analysis.
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DOI: 10.26744/rrttlc.2017.3.2.05

Published on line: 31/10/2017

References:

Bodea Hațegan, C. (2013). Procesare fonologică – Delimitări teoretice și aspecte practice. Cartea albă a psihopedagogiei speciale. Cluj – Napoca: Departamentul de Psihopedagogie Specială. p. 1-11.

Bradley, L., Bryant, P. (1985). Children’s Reading problems în Ungureanu, D. (1998). Compendiu logopedic școlar, Timișoara: Editura Eurostampa.

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

Burlea, G., Chiriță, R., Burlea, A. (2010). Tulburări ale limbajului oral și scris cauzate de deficitul fonologic la copil. În Revista română de pediatrie. Vol. LIX. Nr. 4. p. 284-292.

Mititiuc, I. I, Purle, T. (2010). Incursiune în universul copiilor cu tulburări de limbaj. Iași: Editura Alfa.

Schuele, C. M., Bourdeau, D. (2008). Phonological awareness intervention – beyond the basics Language. Speech and Hearing Services in Schools, 39: 3-20.

Torgesen, J. K. (1998). The prevention of reading difficulties. În Journal of School Psychology, Vol. 40, Nr. 1, p. 7–26.

Troia, G.A. (2004). A focus on phonological acquisition and intervention. Current Practice Alert 10: 1-4

http://www.readingresource.net/dibels.html

Tulburări de voce asociate cu tulburări de înghițire – implicații în sfera calității vieții

Tulburări de voce asociate cu tulburări de înghițire – implicații în sfera calității vieții

Voice disorders associated with swallowing disorders – Implications in the sphere of quality of life

Catrinel FRÎNCU
Abstract

Voice impairments associated with dysphagia – implications on quality of life. This reaserch was conducted with the purpose of studying the effect of voice impairments and dysphagia on the quality of life of adults. In order to do this, constructs such as general health, symptoms of voice disorders and dysphagia, quality of life were taken into consideration.
In the beginning, the subject was approached from a theoretical point of view and was given a general perspective on certain concepts like voice impairments and dysphagia.
The objectives of this reasearch are: the investigation of the perceived general health status of the adult with voice impairments and dysphagia; highlighting the main symptoms of voice impairmants and dysphagia; the evaluation of the quality of life of adults with voice impairments and dysphagia.
In order for the objectives to be reached, one participant was selected and the evaluation process started. After finishing the evaluation, an intervention plan was created with the purpose of facilitating the management of voice impairments and dysphagia symptoms and the increase of the quality of life.

Keywords: dysphagia, swallowing diosrders, voice disorders, quality of life, adults voice.
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DOI: 10.26744/rrttlc.2017.3.2.06

Published on line: 31/10/2017

References:

American Speech-Language-Hearing Association (2016). Swallowing Disorders (Dysphagia) in Adults, consultat in data de 10.01.2017 pe http://www.asha.org/public/speech/swallowing/Swallowing-Disorders-in-Adults/.

Anca, M. (2007). Logopedie. Ediția a II-a. Cluj-Napoca: Presa Universitară Clujeană.

Aronson, A., Bless, D. (2009). Clinical Voice Disorders. Fourth Edition. New York: Thieme Medical Publishers, Inc.

Bodea-Hațegan, C. (2013). Tulburarile de voce și vorbire. Cluj-Napoca: Presa Universitara Clujeană.

Bodea-Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj- Structuri deschise. București: Editura Trei.

Carlsson, S., Rydén, A., Rudberg, I., Bove, M., Bergquist, H., Finizia, C. (2012). Validation of the Swedish M. D. Anderson Dysphagia Inventory (MDADI) in patients with head and neck cancer and neurologic swallowing disturbances.Dysphagia. 27(3):361-9.

Colton, R., Casper, J., Leonard, R. (2006). Understanding Voice Problems. A Physiological Perspective for Diagnosis and Treatment. Third Edition. Baltimore: Lippincott Williams and Wilkins.

Jaffer, N.M., Edmund, N.G., Wing-Fai Au, F., Steele, C.M. (2015). Fluoroscopic evaluation of oro-pharyngeal dysphagia: anatomy, technique, and common etiologies. AJR Am J Roentgenol, 204(1): 49–58.

Mayo Clinic, (2014). Dysphagia, consultat in data de 12.01.2017 pe http://www.mayoclinic.org/diseases-conditions/dysphagia/basics/definition/con-20033444.

Merrill, R.M., Roy, N., Lowe, J. (2013). Voice-Related Symptoms and Their Effects on Quality of Life. Ann Otol Rhinol Laryngol, 122(6): 404-11.

Morawska, J., Niebudek-Bogusz, E., Zaborowski, K., Wiktorowicz, J., Śliwińska-Kowalska, M. (2015). V-RQOL as a tool for assessing the impact of voice disorders on the quality of life in occupational voice users. Otorynolaryngologia, 14(2): 96-103.

Nazish, Z., Inayatullah, M., Khan, M.Y. (2016). Etiology of dysphagia; based on upper GI endoscopy. Professional Med Journal, 23(9):1039-1044.

O’Horo, J.C., Rogus-Pulia N., Garcia-Arguello L., Robbins J., Safdar, N. (2015). Bedside Diagnosis of Dysphagia: A Systematic Review. J Hosp Med., 10(4): 256–265.

Săraci, G., Săplăcan, R., Ionuț. D., (2011). Disfagia și patologia neurologică. Clujul Medical, 84(1), 14-18.

Woznicka, E., Niebudek-Bogusz, E., Kwiecien, J., Wiktorowicz, J., Sliwinska-Kowalska, M. (2012). Applicability of the Vocal Tract Disconfort (VTD) Scale in Evaluating the Effects of Voice Therapy of Occupational Voice Disorders. Medycyna Pracy, 63(2):141-152.

Utilizarea unei aplicații computerizate pentru evaluarea și antrenarea procesărilor fonologice

Utilizarea unei aplicații computerizate pentru evaluarea și antrenarea procesărilor fonologice

Using a computerized application to evaluate and increase phonological processes

Larisa-Ioana CRISTEA
Abstract

The phonological processing with its two components: phonological awareness and phonemic awareness is focusing on differentiating the sounds that form the words. This side of the language has an important role in learning reading-writing which makes efficient intervention in training it absolutely necessary. This article focuses on the training process of phonological processing with the help of a mobile application as well as classic therapy.

Keywords: phonological processing, phonological awareness, information and communication technologies, phonemic awareness, mobile technologies
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DOI: 10.26744/rrttlc.2017.3.2.08

Published on line: 31/10/2017

References:

Anca, M., Hațegan, C. (2008). Terapia limbajului։ o abordare interdisciplinară, Cluj-Napoca: Presa Universitară Clujeană.

Adăscăliței, A. (2007). Instruire asistată de calculator, Iași: Editura Polirom.

Bodea-Hațegan, C. (2013 a. ). Tulburări de voce și vorbire, Cluj-Napoca: Presa Universitară Clujeană.

Bodea-Hațegan, C. (2013 b.). Procesarea fonologică-delimitări teoretice şi aplicaţii practice, Cartea Albă a Psihopedagogiei Speciale, Departamentul de Psihopedagogie Speciala (Ediţie CD-ROM şi volum on-line).

Bodea Hațegan, C., Talaș, D. (2015). ”Pași prin Lumea Sunetelor!-PPLS”,

https://play.google.com/store/apps/details?id=ppls.pps.com.ppls&hl=en.

Bodea-Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj։ structuri deschise, București, Editura Trei.

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

Burlea, G. (2011). Dicționar explicativ de logopedie, Iași: Editura Polirom.

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

Noveanu, E., Istrate, O. (2005). Proiectarea pedagogică a lecțiilor MM. Modulul II. Problematica obiectivelor, București: Preprint.

Popescu-Neveanu, P. (1978). Dicționar de psihologie, București: Editura Albathros.

Vrășmaș, E., Stănică, C. (1997). Terapia tulburărilor de limbaj. Intervenții logopedice, București: Editura Didactică și Pedagogică.

Evaluarea diagnostică a fluenței în citire

Evaluarea diagnostică a fluenței în citire

Diagnostic evaluation of reading fluency

Teodora Lavinia GABRIAN
Abstract

This study presents the results of reading fluency ability in2nd class students as measured with PEAFC (Probe for Assessing and Training Reading Fluency). The results demonstrate a significant improvement in reading fluency for all the participants. PEAFC helps the teacher or the therapist to monitor the progress and to present the progress the students made to the students and to the parents. The results can be presented in a graphic for a better understanding

Keywords: reading fluency, test, dyslexia, dysgraphia.
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DOI: 10.26744/rrttlc.2017.3.2.09

Published on line:31/10/2017

References:

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

Asociația Americană a Psihiatrilor și Psihologilor (2016). DSM-5-Manual de diagnostic și clasificare statistică a tulburărilor mintale, București: Editura Medicală Callisto.

Bercea (Matei), I. V. (2016). Dezvoltarea fluenței citirii la școlarii mici diagnosticați cu dificultăți specifice de învățare- lucrare de dizertație, Cluj-Napoca: Universitatea Baeș-Bolyai.

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

Bodea Haţegan, C., Talaş, D. (coord.) (2016). Fluenţa verbală. Direcţii teoretice şi aplicaţii psihopedagogice, Argonaut Publishing, Cluj-Napoca

But, A, (2013). Îmbunătațirea fluenței citirii la elevii de clasa a II a-prin aplicarea probei P.E.A.F.C.- lucrare de dizertație, Cluj-Napoca: Universitatea Baeș-Bolyai.

Dascălu-Jinga, L., (2001). Melodia vorbirii în limba română. București: Editura Univers Enciclopedic.

Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Editura Presa Universitară Clujeană, Cluj-Napoca

LaBerge, D., Samuels, S.J. (1974). Toward a theory of automatic information process in reading. Cognitive Psychology, 6, 293-323

Perfetti, C. A., (1985). Reading Ability. New York: Oxford University Press.

Automatizarea sunetelor S şi Z în propoziţii. Studiu de caz

Automatizarea sunetelor S şi Z în propoziţii. Studiu de caz

Automatization of sounds S and Z in sentences. Case Study

Ana SABOU
Abstract

The purpose of this article is to underline the main particularities of pronunciation in case of the children with dyslalia, sigmatism. Thus, in this article is presented a case study, which emphasizes both the assessment process and the intervention approach focused on the pronunciation of S and Z sounds (Romanian S-Z sounds) during the sentences level. Results demonstrated that an adequate assessment and intervention can ensure functional development of S and Z pronunciation. Also, the exercises practiced during intervention are useful not only for speech and language therapists, but also for parents of children with sigmatism.

Keywords:sigmatism, case study, assessment, intervention, sentences level, dyslalia.
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DOI: 10.26744/rrttlc.2017.3.2.10

Published on line: 31/10/2017

References:

Anca, M. (2007). Logopedie. Cluj-Napoca: Editura Presa Universitară Clujeană.

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

Boşcaiu, E. (1973). Prevenirea şi corectarea tulburărilor de vorbire în gradiniţele de copii. București: Editura Didactică și Pedagogică.

Graur, A. (1965). Introducere în lingvistică. București: Editura Ştiinţifică.

Guţu, M., (1974). Curs de logopedie. Cluj-Napoca: Universitatea Babeș-Bolyai.

Jurcău, E., Jurcău, N. (1999). Învăţăm să vorbim corect. Cluj-Napoca: Editura Printek.

Puşcariu, S. (1994). Limba română, vol. II, Rostirea, ed. a II-a, București: Editura Academiei.

Schaffer, R. (2007). Introducere în psihologia copilului. Cluj-Napoca: Editura ASCR.

Turculeţ, A. (1999). Introducere în fonetica generală şi românească. Editura Ştiinţifică, Iaşi.

Verza, E. (1977). Dislalia şi terapia ei. București: Editura Didactică şi Pedagogică, Bucureşti.

www.home-speech-home.com

Dezvoltarea deprinderilor de scris-citit prin metoda Meixner în contextul dizabilității intelectuale

Dezvoltarea deprinderilor de scris-citit prin metoda Meixner în contextul dizabilității intelectuale

Developing reading and reading skills through the Meixner method in the context of intellectual disability

Nona BĂDESCU-FETCHE
Abstract

In this paper, we will be overlooking the complex process of reading and writing in intellectually disabled students and the development of these processes through the use of the Meixner method of intervention. Knowing that learning reading and writing is directly dependent on the development of speech, spatial-temporal orientation as well as perception and the processes of attention and memory, along with, as stated in DSM-5th edition, the association of these disorders to learning disorders (non-dependent on intellectual disability), we can easily see the imperative need to use intervention methods, as is Meixner, to correct and enhance language development; Language development, or the lack of development, to be more precise is in fact, one of the primary predictors of reading and writing impairments in students that have intellectual disabilities, thus seen in: a poor vocabulary, slow, difficult reading rhythms, replacing, omitting or adding certain letters or syllables. This, has various and tremendous impacts in all areas of life, if the student does not receive the proper care and specialized intervention as early as possible (early intervention).
In the present case study we will notice how a young female student, with intellectual disability, delayed expressive language acquisition and mixed instrumental disorders, along with reading – writing disorder benefits from a Meixner intervention, achieving impressive results, coming to aid in her difficulty, improving the present disorders in reading – writing / language development, instrumental disorder, having achieved a more active vocabulary, better abilities of focusing on tasks, having remarkable results even in some behavioral aspects (classroom integration, social integration, social abilities, social communication).

Keywords: reading, writing, intellectual disability, Meixner method, intervention, learning disabilities, case study.
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DOI: 10.26744/rrttlc.2017.3.2.11

Published on line: 31/10/2017

References:

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

Bartok, E. (2011). Joc-Bucurie- Ochi strălucitori, culegere de jocuri de dezvoltare a abilităților pentru copiii dislexici și cei predispuși la dislexie, Târgu Mureș: Editura Mentor.

Bartok, E. coord. (2010). Eu citesc mai bine, îndrumător pentru tratarea tulburărilor lexico-grafice, Târgu-Mureș: Editura Mentor.

Bodea Hațegan, C. (2015). Tulburările de limbaj și comunicare în Roșan, A. coord (2015). Psihopedagogie specială, modele de evaluare și intervenție, Iași: Polirom.

Bodea-Hațegan, C. (2016). Logopedia- terapia tulburărilor de limbaj. Structuri deschise. București: Editura Trei.

Gagyi, E. (coord.).(2005). Eu citesc mai bine!- îndrumător pentru tratarea tulburărilor lexico-grafice, Târgu-Mureș: Editura Hoppa.

Paul, R. (2007). Language disorders from infancy through adolescence: assesment and intervention, 3rd edition, Canada: Mosby Elsevier.