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

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

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

Published on line: 03/31/2023

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Bateria PROLEC- Instrument de Screening a Dislexiei

Bateria PROLEC- Instrument de Screening a Dislexiei

PROLEC BATTERY-screening tool for dyslexia

Raluca Mariana POPA

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

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

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Dezvoltarea deprinderilor de scris-citit prin metoda Meixner în contextul dizabilității intelectuale

Dezvoltarea deprinderilor de scris-citit prin metoda Meixner în contextul dizabilității intelectuale

Developing reading and reading skills through the Meixner method in the context of intellectual disability


In this paper, we will be overlooking the complex process of reading and writing in intellectually disabled students and the development of these processes through the use of the Meixner method of intervention. Knowing that learning reading and writing is directly dependent on the development of speech, spatial-temporal orientation as well as perception and the processes of attention and memory, along with, as stated in DSM-5th edition, the association of these disorders to learning disorders (non-dependent on intellectual disability), we can easily see the imperative need to use intervention methods, as is Meixner, to correct and enhance language development; Language development, or the lack of development, to be more precise is in fact, one of the primary predictors of reading and writing impairments in students that have intellectual disabilities, thus seen in: a poor vocabulary, slow, difficult reading rhythms, replacing, omitting or adding certain letters or syllables. This, has various and tremendous impacts in all areas of life, if the student does not receive the proper care and specialized intervention as early as possible (early intervention).
In the present case study we will notice how a young female student, with intellectual disability, delayed expressive language acquisition and mixed instrumental disorders, along with reading – writing disorder benefits from a Meixner intervention, achieving impressive results, coming to aid in her difficulty, improving the present disorders in reading – writing / language development, instrumental disorder, having achieved a more active vocabulary, better abilities of focusing on tasks, having remarkable results even in some behavioral aspects (classroom integration, social integration, social abilities, social communication).

Keywords: reading, writing, intellectual disability, Meixner method, intervention, learning disabilities, case study.

DOI: 10.26744/rrttlc.2017.3.2.11

Published on line: 31/10/2017


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