Etichetă: phonological processing

Relația dintre procesarea fonologică și fluența în citire la elevii din ciclul primar

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Relația dintre procesarea fonologică și fluența în citire la elevii din ciclul primar

The relation between phonological processing and reading fluency în primary school level children

Mihaela TÎMPA
Abstract

This paper aims to investigate the relationship between phonological processing and fluency in reading, in primary school students, on the following sub-dimensions: words, pseudowords and text. This study evaluates children from the fourth grade, because important progresses în reading accuracy and speed have been registered in these grades (Vaessen& Blomert, 2010) or between the age levels of 8 and 10 year olds (Van den Bos et al., 2002).

Keywords: phonological processing, fluency, reading, students
pdf

DOI:10.26744/rrttlc.2023.9.1.05
Published on line: 03/31/2023

References
Albuquerque, C. P. (2017). Rapid naming: The importance of different reading and spelling dimensions. Avances en Psicología Latinoamericana, 35(1), 43–60.
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.
Bodea Haţegan, C.; Talaş, D. (coord.) (2016). Fluenţa verbală. Direcţii teoretice şi aplicaţii psihopedagogice, Argonaut Publishing, Cluj-Napoca.
Bodea Haţegan, C. (2013). Procesarea fonologică-delimitări teoretice şi aplicaţii practice, Cartea Albă a Psihopedagogiei Speciale, Departamentul de Psihopedagogie Speciala (Ediţie CD-ROM şi volum online), ISBN 978-973-0-15758-1, 2013.
Breznitz, Z. (2006). Fluency in reading: Synchronization of processes. Lawrence Erlbaum Associates Publishers.
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Wolff, U. (2014). RAN as a predictor of reading skills, and vice versa: results from a randomised reading intervention. Annals of dyslexia, 64(2), 151–165.

Utilizarea unei aplicații computerizate pentru evaluarea și antrenarea procesărilor fonologice

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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
pdf

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.

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Causality relationship

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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:

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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.

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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.

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