Tulburările specifice de învățare ale școlarului mic

Tulburările specifice de învățare ale școlarului mic

The specific learning disabilities in preschool students

Silviana CHIȘU

Starting from the operational psychological theories on the area of proximal development created by J. Piaget (1965) and L.S. Vîgotski (1971), I sought to change the stage of evaluation and diagnosis of specific learning disorders of elementary school students, from research activity into a research „hands-on” activity, through which evaluation and diagnosis become a complex, dynamic and a long lasting process. The finality of this process has materialized in the ease of developing and applying the compensatory and rehabilitative therapeutic approach that helps young students avoid school failure.
Due to the formative character of using the applied psychological tests, by determining the cognitive level and child’s academic skills, I have ruled out the idea of non-training students with certain predispositions for specific learning disorders.
From a psychological and pedagogical point of view, such evaluation has a particular efficiency in cognitive stimulation by orienting psychological intervention to improving students’ academic skills.
Through early evaluation and intervention, I have brought to parents’ awareness and to the school environment (teachers and students’ school peers) the students’ specific learning difficulties, things that would change wrong attitudes and bad representations towards students with specific learning disorders.

Keywords: SLI,learning difficulties, early intervention

DOI: 10.26744/rrttlc.2018.4.2.09

Published on line: 31/10/2018

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Dezvoltarea abilităților lexico – semantice în contextul dificultăților de învățare

Dezvoltarea abilităților lexico – semantice în contextul dificultăților de învățare

Developing lexical-semantic abilities in the context of learning disabilities


This article presents different concepts and theories related to learning difficulties, dyslexia, reading fluency and reading comprehension. It also presents the results obtained by applying the PEAFC and the Crichton Scale. The initial assessment was made in December 2016, and the second one in May 2017. The two assessments let us emphasize the specificity of the difficulties encountered in reading fluency and in reading comprehension.

Keywords: : reading fluency, reading comprehension, learning difficulties, lexical-sematic difficulties, Crichton Scale, PEAFC(Probe for Assessing and Training Reading Fluency)
DOI: 10.26744/rrttlc.2018.4.1.08

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