dysgraphia – RRTTLC.RO

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.
pdf

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.

Tulburările de citire şi scriere la copiii nevăzători

Writing and reading disorders in children with children with visual impairments

Daniela BARTHA
Abstract

The development of literacy for the visually impaired children constitutes the cornerstone of education. Many researchers noted that there are visually impaired children who might have some difficulties in learning to read and write in Braille. That is why, in this article we will try to describe these difficulties.

First of all, we will try to define and understand the language difficulties, namely dyslexia and dysgraphia. Secondly, we will try to make a short presentation of the Braille system. We will then go on with the analysis of some types of errors which are frequently observed in case of visually impaired children, but we will also discuss some possible stages of correcting them.

Moreover, this article also contains a practical section, in which we will present a case study of a visually impaired girl who studies in the High school for the Visually Impaired Children from Cluj-Napoca. In this case study, we will explain the therapy applied to help her overcome these difficulties.

Keywords: dyslexia, dysgraphia, reading difficulties, writing difficulties, visually impairments.
pdf

DOI: 10.26744/rrttlc.2015.1.1.04

Published on line: 15/10/2015

References:

Arter, C. (1998). Braille Dyslexia – Does it Exist? British Journal of Visual Impairment, 16/2, 61-66.

Argyropoulos, V. S., Martos, A.C. (2006). Braille Literacy Skills: an analysis of the Concept of Spelling. Journal of Visual Impairment and Blindness, 100, 676-686.

Bălaş-Baconschi, C. (2008). Psihopedagogia copiilor cu dificultăţi de învăţare. Suport de curs; Universitatea Babeş-Bolyai, Cluj-Napoca.

Coppins, N., Barlow-Brown, F. (2006). Reading Difficulties in Blind Braille-Reading Children. British Journal of Visual Impairment, 24, 37-39.

Bréchot, C. (2007). Dyslexie, dysorthographie, dyscalculie. Bilan des données scientifiques, Paris: Éditions Inserm.

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

Clark-Bischke, C., Stoner, J. B. (2009). An Investigation of Spelling in the Written Compositions of Students Who Read Braille. Journal of Visual Impairment, 103 (10), 553-563.

Demonet, J-F., Tailor, M.J., Chaix, E. (2004). Developmental Dyslexia, London: The Lancet.

Guţu, M. (1974). Logopedia. Curs Litografiat: Universitatea Babeş-Bolyai, Cluj-Napoca.

Jalbert, Y., Champagne, P. (2005). Le développement de la conscience de l’écrit chez l’enfant aveugle âgé de 0 à 5 ans. Institut Nazareth et Louis Braille, http://www.inlb.qc.ca/wp-content/uploads/2015/01/DeveloppementConscienceEcritChezEenfantAveugle.pdf.

Lishman, W.A. (2003). Developmental Dyslexia. Journal of Neurology, Neurosurgery and Psychiatry, 74, 1603.

Van Hout, A., Estienne., F. (2001). Les dyslexies. Décrire, évaluer, expliquer, traiter. Paris: Masson.

Verza, E. (1983). Disgrafia şi terapia ei, Bucureşti: Editura Didactică şi Pedagogică.

Verza, E. (2003). Tratat de logopedie (vol. I.), Bucureşti: Editura Humanitas