Etichetă: dyslexia

Bateria PROLEC- Instrument de Screening a Dislexiei

asttlr

Bateria PROLEC- Instrument de Screening a Dislexiei

PROLEC BATTERY-screening tool for dyslexia

Raluca Mariana POPA
Abstract

This research aims to adapt PROLEC instrument depending on the particular target population and development of the Romanian language, through a pilot study of 60 participants, aged between seven and ten years. The purpose of this tool is to develop dyslexia screening test. Thus, this research were built and adapted to the particular instrument subscales Romanian language and analyzed the internal consistency of the instrument as a whole and for each individual subscale.

Keywords: dyslexia, screening, PROLEC evaluation, reading, non-words, comprehension
pdf

DOI: 10.26744/rrttlc.2020.6.2.03
Published on line: 30/10/2020

References:
Alexander, A. Anderson, H., Heilman, P., Voeller, K., Torgesen, J. (1991). Phonological awareness training and the remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia, 41, 193-206.
Anucuța, A. E., Anucuța, L., și colab.toti (2008). Modalități de intervenție logopedică în terapia dislexiei-disgrafiei. Timișoara: Editura EUROBIT.
Birsh, J. R. (2005). Alphabet knowledge: letter recognition, naming and sequencing. În Birsh, J.R, Multisensory Teaching of Basic Language Skills. (p. 119). Baltimore, Maryland: Paul H. Brookes Publishing.
Lukhele, B.B.S., (2013). Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland., Reading & Writing 4(1), 8.
Lyytinen, H., Erskine, J., Aro, M., Richardson, U. (2007). Reading and reading disorders. Blackwell Handbook of Language Development. pp. 454–474
Talcott, J.B., Witton, C., Hebb, G.S., și colab. (2002). On the relationship between dynamic visual and auditory processing and literacy skills; results from a large primary-school study. Dyslexia, 8 (4), 204–25.

Fluența citirii orale – norme pentru limba română

asttlr

Fluența citirii orale – norme pentru limba română

Romanian normative data for oral reading fluency

Carolina BODEA-HAȚEGAN, Dorina Anca TALAȘ, Raluca Nicoleta TRIFU
Abstract

The aim of this study is to establish reading fluency norms for preparatory students, students in first grade and students in second grade. A total of 1056 students in the preparatory class, 1977 first grade students and 1763 second grade students both from the urban and rural areas of different counties of the country were evaluated at the end of the school year using a set of tasks selected from the PEAFC probe. The results offer an overview of the oral reading fluency at the end of the preparatory class, at the end of first grade and at the end of second grade, representative for the Romanian population. Both the reading frequency and the reading errors, the accuracy of reading were recorded. The published norms can be used both by teachers and by language language therapy specialists to identify students at risk to develop learning difficulties and to develop intervention plans according to the particularities of each case.

Keywords: coral reading fluency; norms; errors in reading, dyslexia, specific learning disabilities
pdf

DOI: 10.26744/rrttlc.2018.4.2.02

Published on line: 31/10/2018

References:
Bodea Hategan C., Talas D., Costea-Bărluțiu C., Trifu R.(2017). Reading Fluency: Normative Data for Romanian Speaking Population, Social Welfare Interdisciplinary Approach,7 (2). DOI: 10.21277/sw.v2i7.302

Bodea Haţegan, C., Talaş, D. (coord.) (2016). Fluenţa verbală. Direcţii teoretice şi aplicaţii psihopedagogice/Verbal Fluency. Theoretical Directions and Practical Approaches, Revised Edition, Gatineau Symphologic Publishing/Argonaut, Canada/Cluj-Napoca, p. 267, ISBN: 978-973-109-615-5/978-988192-05-5

Bodea Haţegan, C., Talaş, D. (coord.) (2014). Verbal fluency. Theoretical directions and psychopedagogical practice, Cluj University Press, Cluj-Napoca, p. 211, ISBN: 978-973-595-744-5

Hasbrouck, J. & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No. 1702). Eugene, OR, Behavioral Research and Teaching, University of Oregon. http://www.brtprojects.org/

Hasbrouck, J., & Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. The Reading Teacher. 59(7),636–644.

Hasbrouck, J. E. & Tindal, G. (Spring, 1992). Curriculum-based oral reading fluency norms for students in grades 2-5. Teaching Exceptional Children, 24(3), 41-44.

Evaluarea diagnostică a fluenței în citire

asttlr

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.

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.

Writing and reading disorders in children

asttlr

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