Etichetă: language

Implicații ale întârzierii în dezvoltarea limbajului la vârsta școlarității. Program complex de intervenție logopedică

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Implicații ale întârzierii în dezvoltarea limbajului la vârsta școlarității. Program complex de intervenție logopedică

Implications of speech and language delay in school age. Complex program of speech and language therapy

Nicoleta – Valentina KISS
Abstract

This paper aims to study the implications of language development in students with delayed language development with the help of a methodological aid developed. This manual was developed for pupils in preparatory class, grade I or pupils who have not mastered verbal and written language. To identify the benefits of the manual created in language development, five pupils from preparatory, grade I and grade IV who have not mastered verbal and written language or who have a delay in language development in the context of hearing disability were selected.
The final results showed progress in the development of language in the students, progress was identified in the emission of sounds and the correction of distorted or replaced sounds, new words were learned leading to vocabulary development, reading and writing skills were developed, auditory-verbal perception skills were developed especially for students with delayed language development in the context of hearing disability. Although the intervention period was short, it had an impact for each pupil chosen in the research.

Keywords:speech delay, language, evaluation, intervention, methodological auxiliary
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DOI: 10.26744/rrttlc.2024.10.1.04
Published on line: 03/31/2024
References
Anca, M. (1999). Probe psihologice neverbale pentru evaluarea copiilor cu cerințe speciale. Cluj – Napoca: Colecția Psihoped – Info.
ASHA, (2015). What is language? What is speech? consultat în data de 19.04.2022, pe http:// www.asha.org/public/speech/development/language_speech/.
Avramescu, M. (2008). Defectologie și logopedie. Ediția a V-a. București: Editura Fundația România de mâine.
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise. București: Editura Trei.
Bodea Hațegan, C., & Voicu, L. (2017). Întârzierea în dezvoltarea limbajului. Studiu de caz. Revista Română de Terapia Tulburărilor de Limbaj și Comunicare – RRTTLC, 4-16.
Manolache, C. (1980). Surdomutitatea. Ortofonie. Limbaj. Auzitori și surdomuți. București: Editura Medicală.
Moldovan, I. (2006). Corectarea tulburărilor limbajului oral. Cluj-Napoca: Presa Universitară Clujeană.
Revenco, N. (2019). Intervenția timpurie în copilărie. Suport de curs. Chișinău: Tipogr. Print-Caro.
Tobolcea, I. (2013). Intervenții logo-terapeutice pentru corectarea formelor dislalice la copilul normal. București: Editura Hamangiu.

Învățarea explicită bazată pe metode didactice interactive utilizate pentru înțelegerea lecturi

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Învățarea explicită bazată pe metode didactice interactive utilizate pentru înțelegerea lecturi

Explicit learning based on interactive pedagogical methods used for reading comprehension

Oana PREDA
Abstract

Explicit learning based on interactive pedagogical methods used for reading comprehension.
When choosing the pedagogical strategies meant to foster the formation and the development of reading comprehension skills it is essential to detect the roots and the specifics of dysfunctions in the cognitive processes and competences that might affect reading comprehension. The personalized and systematic use of interactive pedagogical methods has a positive impact on: enriching the pupils’ vocabulary with novel words and expressions; understanding the anaphoric reference items that feature in clauses and sentences; making lexical, causal and pragmatic inferences so as to understand clauses and sentences; acknowledging discourse markers; building a global representation of the text; employing meta-cognition while monitoring textual comprehension; accessing the significance of the text; understanding and using the text’s structure in order to critically interpret and assess the information read.

Keywords: language, linguistic abilities, early interventions, language stimulations, speech-therapy methods, cognitive education, personalized programs
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DOI: 10.26744/rrttlc.2020.6.2.06
Published on line: 30/10/2020

References:
Alvarez-Canizo, M., Suarez-Coala, P., Cuestos, F. (2015). The role of reading fluency in children’s text comprehension. Frontiers in Psychology, 6, 1-8 doi:10.3389/fpsyg.2015.01810 (accesat în 14.11.2019)
Bianco, M. (2015 a). Du language oral à la comprehension de l’écrit. Grenoble: P.U.G.
Bianco, M. (2015 b). Pratiques pédagogiques et performances des élèves:language et apprentissage de la langue écrite. Rapport pour Conseil national devaluation du systeme scolaire (CNESCO). http://www.cnesco.fr. (accesat în 23.11.2019)
Cain, K., Oakhill, J., Barnes, M. Bryant, P. (2001). Comprehension skill, inference-making ability and their relation to knowledge. Memory and Cognition, 29(6), p. 850-859.
Cain, K. (2012). Abilitatea de a citi. Dezvoltare și dificultăți. Cluj-Napoca: Editura ASCR.
Henderson, L., Snowling, M., Clarke, P. (2013). Accesing, integrating, and inhibiting word meaning in poor comprehenders. Scientific Studies of Reading, 17(3), 177-198. doi:10,1080/10888438.2011.652721 (accesat în 25.10.2019).
Luke, S.G., Henderson, J.M., Ferreira, F. (2015). Children’s eye-movements during reading reflect the quality of lexical representations: an individual differences approach. Journal of Experimental Psychology: Learning, Memory, and Cognition. 41(6), 1675-1683.doi:10.1037/xlm000.133. (accesat în 28.11.2019).
Nation, K., Snowling, M.J. (1998). Semantic Processing and the Development of Word-Recognition Skils: Evidence from Children with Reading Comprehension Difficulties. Journal of Memory and Language, 39(1): 85-101.
Perfetti, C.A (2007). Reading ability: lexical quality to comprehension. Scientific Studies of reading. 11 (4): 357-383.
Perfetti, C.A., Stafura, J. (2014). Word knowledge in a theory of reading. Scientific Studies of reading, 18(1), 22-37.doi:10.1080/10888438.2013.827687 (accesat în 20.11.2019).

Dezvoltarea limbajului: procese cognitive implicate, evaluare şi intervenţii educative

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Dezvoltarea limbajului: procese cognitive implicate, evaluare şi intervenţii educative

The development of language: cognitive processes involved, assessment and educative interventions

Vasile Radu PREDA
Abstract

The development of language: cognitive processes involved, assessment and educative interventions. This study is an interdisciplinary approach for development of language and learning strategies, based on the constructivist theory, linguistic theory and differential pedagogy. For language development is necessary: a) a good assessment of language with psychological procedures, methods and instruments; b) early stimulations of the linguistic abilities (phonological and phonemic awareness, phonological segmentation, verbal memory) and of oral, reading and writing communication with speech-therapy methods and educative personalized programs.

Keywords:language, linguistic abilities, early interventions, language stimulations, speech-therapy methods, cognitive education, personalized programs
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DOI: 10.26744/rrttlc.2020.6.1.06

Published on line: 15/03/2020

References:
Adams, A.M., Gathercole, S.E. (2000). Limitations in working memory: Implications for language development.
Bodea-Haţegan, C. (2015). Tulburările de limbaj şi comunicare. În: A. Roşan (coord.). Psihopedagogie specială. Modele de evaluare şi intervenţie. Bucureşti, Polirom, p.212-243.
David, C., Roşan, A. (2017). Repere diagnostice bazate pe dovezi ştiinţifice în tulburările specifice de învăţare. Cluj-Napoca, Editurile Argonaut şi Limes.
David, C., Roşan, A. (2019). Intervenţii psihopedagogice în tulburările specifice de învăţare. Învăţăm FonoLogic – program structurat de antrenament al conştiinţei fonologice bazat pe dovezi ştiinţifice. Bucureşti, Polirom.
Dehn, M. (2008). Working Memory and Academic Learning. Assessment and Intervention. New Jersey: John Wiley & Sosns, Inc.
De Jong, P.F., van der Leij, A. (2003). Developmnetal changes in the manifestation of a phonological deficit in dyslexic children learning to read a regular orthography. Journal of Educational Psychology, 95, 1: 22 – 40.
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.
Demont, E., Gombert, J.E. (2007). Relations conscience phonologique et apprentissage : peut-on sortir de la relation circulaire. În : E. Demont, M.N. Metz-Lutz (Eds.). L’acquisition du langage et ses troubles. Marseille, Solal : 47-79.
Gathercole, S.E., Baddeley, A. D. (1990). Phonological memory deficits in language disorders of children: Is there a causal connection? Journal of Memory and Language, 29, p. 336-360.
Gathercole, S.E., Baddeley, A. D. (1993). Working memory and language. Hillszside, N.J.: Lawrence Erbaum.
Gathercole, S.E., Service, E., Hitch, G.J., Adams, A-M., Martin, A.J. (1999). Phonological Short-term Memory and Vocabulary Development: Further Evidence on Nature of the Relationship. Applied Cognitive Psychlogy, vol. 13: 65 – 77.
Gombert, J.E., Colé, P. (2000). Activités métalinguistiques, lecture et illetrisme. În : M. Kail, M. Fayol (Eds). L’acquisition du langage : le langage au-delà de 3 ans. Vol. 2. Paris. PUF : 117-150.
Gough, P., Hillinger, M.L. (1980). Learning to read: An unnatural act. Bulletin of the Orton Society, 30: 170-196.
Lecocq, P. (1991). Apprentissage de la lecture et dyslexie. Buuxelles : Mardaga.
Mazeau, M. (1999). Dysphasies, trouble mnésiques, syndrome frontal chez l’enfant. Paris, Masson, p.111-113.
Preda O. (2010). Particularităţi ale asociaţiilor verbale la deficienţii mintali. În: V.Preda (coord.). Dinamica educaţiei speciale. Cluj Napoca. Presa Universitară Clujeană, p. 173-188.
Rondal, J.A. (1999). Langage oral. În: J.A. Rondal, X. Seron (sous la direction), Troubes du language. Bases théoriques, diagnostic et rééducation. Sprimont, Mardaga, p. 375-412.
Rondal, J.A., Esperet, E., Gombert, J-E, Thibaut, J-P, Comblain, A. (1999). Développement du language oral. În : J.A. Rondal et E. Esperet (sous la direction). Manuel de psychologie de l’enfant. Sprimont, Mardaga, p. 479-564.
Rondal, J.A. (2001). Developpement et fonctionnement langagier.În : J.A.l Rondal, A. Comblain (sous la direction) Manuel de psychologie des handicaps. Sémiologie et princopes de remédiation. Sprimont, Mardaga, p.81-138.
Slama-Cazacu,T. (1973). Cercetări asupra comunicării. Bucureşti:Editura Academiei.
Sprenger-Charolles, L. (2003). Apprentissage de la lecture et dyslexie. Médicine et Enfance : 249-253.

Tulburările de vorbire și tulburările de limbaj. Implicații ale craniostenozei

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Tulburările de vorbire și tulburările de limbaj. Implicații ale craniostenozei

Speech disorders and language disorders. Aspects in craniostenosis.

Carolina BODEA HAȚEGAN
Abstract

This article provides a theoretical approach for the category of speech and language disorders, underlining the common aspects, but also the differentiating ones. The two categories are also approched, in a more detailed, specific and practical manner, by taking into consideration the craniostenosis diagnose. Thus, the main question of the second part from this article is: Does craniostenosis leads to a speech or a luanguage disorder? Under what circumstances? The answer underlines the fact that craniostenosis can involve both speech and language disorders and that individual approach can be the only solution in order to correctly delimitate things in this case.

Keywords: craniostenosis, non-syndromic craniostenosis, syndromic craniostenosis, speech, language, speech and language disordersr
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DOI: 10.26744/rrttlc.2018.4.1.02

Published on line: 15/03/2018

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

ASHA, (2015, a). What is language? What is speech? retrieved in 21.08.2015, from http://www.asha.org/public/speech/development/language_speech/.

Bodea Haţegan, C. (2013). Tulburări de voce şi vorbire. Evaluare şi intervenţie, Cluj-Napoca: Presa Universitară Clujeană.

Bodea Hațegan, C. (2016). Logopedia. Terapia limbajului-structuri deschise, București: Editura Trei.

Fenichel, G. (2009). Clinical pediatric Neurology: a signs and symptoms approach, Sixth Edition, Elsevier, Philadelphia, SUA.

Gault, D.T., Renier, D., Marchac, D., Jones, B.M. (1992). Intracranial pressure and intracranial volume in children with craniosynostosis. Plastic and Reconstructive Surgery, 90 (3): 377–81.

Graves, T. (2018). Craniofacial surgery.Craniosynostosis, yoursurgery.com, Accesed in 20.01.2018.

Jaskolka, M. S. (2017). Current Controversies in Metopic Suture Craniosynostosis. Oral and Maxillofacial Surgery Clinics of North America, 29:4, 447-463.

Ko, J. M. (2016). Genetic Syndromes Associated with Craniosynostosis. Journal of Korean Neurosurgical Society, 59(3):187-91. doi: 10.3340/jkns.2016.59.3.187.

Morris, L.M. (2016). Nonsyndromic Craniosynostosis and Deformational Head Shape Disorders. Facial Plastic Surgery Clinics of North America, 24:4, 517-530.

Shim, K.W., Park, E. K., Kim, J.S., Kim, Y.O., Kim, D.S. (2016). Neurodevelopmental Problems in Non-Syndromic Craniosynostosis, Journal of Korean Neurosurgical Society, 59(3): 242–246.

Yates, D.M., Sinn, D.P. (2017). Classification, Diagnosis, and Etiology of Craniofacial Deformities. Maxillofacial Surgery, 803-834.
http://www.asha.org/

http://apps.who.int/classifications/icd10/browse/2016/en#/Q65-Q79

Genetic Syndromes Associated with Craniosynostosis.

Strategii de dezvoltare a auzului fonematic în contextul dizabilității intelectuale

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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.

Contrastive analysis of French and English speech sounds with educational implications in the context of visual disability. Psycholinguistic directions

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Analiză contrastivă a sunetelor limbii franceze şi engleze cu implicații educaționale în contextul dizabilității vizuale.Repere psiholingvistice

Contrastive analysis of French and English speech sounds with educational implications in the context of visual disability. Psycholinguistic directions


Daniela BARTHA
Abstract

In this paper we will try to make a comparative analysis concerning the sound systems of French and English language. In the first section, a short definition of language as means of communication is given and the development of foreign languages is approached. The next two sections treat some aspects of teaching foreign languages to visually impaired children, and difficulties children may have during learning. In the fourth section the main problem of the article, namely the comparative analysis between French and English sounds is brought into light with educational implications, respectively in teaching foreign languages. The aim of the last section is that of giving some conclusions about the study.

Keywords terms: language, communication, foreign languages, visual impairment, representation, attention, memoir, thinking, sounds, vowels, consonants.
pdf

DOI:10.26744/rrttlc.2017.3.1.04

Published on line: 15/03/2017

References:

Coşeriu, E. (2000). Lecţii de lingvistică generală, Cluj-Napoca: Editura Arc.

Gherguț, A. (2007). Sinteze de psihopedagogie specială. Ghid pentru concursuri şi ecxamene de obţinere a gradelor didactice. Editura Polirom. Iași.

Graur, E., (2001). Tehnici de comunicare.Cluj-Napoca:Editura Mediamira.

Makarenko, T. (1998). Contemporary English Phonetics. Cluj-Napoca: Editura Echinox.

Marek, B. (2005). Telling the future: effective support of blind children in (not just) a foreign language. Catholic University of Lublin. Poland.

Preda, V., Cziker, R. (2004). Explorarea tactil-kinestezică in perceperea obiectelor, a imaginilor tactile si in lectura Braille. Cluj-Napoca:  Presa Universitara Clujeana.

Scholl, G.T. (1986). Foundations of education for blind and visually handicapped children and youth. Theory and practice. New York: American Foundation for the Blind.

Slama-Cazacu, T. (1999). Psiholingvistica – o ştiinţă a comunicării. Bucureşti: ALL.

Vanthier, H. (2009). L’enseignement aux enfants en classe de langue. Paris: Clé International.