Fluența citirii orale – norme pentru limba română

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.

Preventing the learning disabilities by using multi-sensorial methods

Prevenirea apariției dificultăților de învățare, prin valorificarea metodelor multisenzoriale, a programului de procesare „VAKT” (V vizuală, A auditivă, K kinestezică, T tactilă)

Preventing the learning disabilities by using multi-sensorial methods, the processing program `VAKT” (V-visual, A-auditory, K-kinestetic, T-tactile)

Andreia ERDELY-BARTHA
Abstract

Despite the fact that the most of the main stream pupils are consistently progressing in building up their reading and writing skills, it is known that not all of them follow the same pattern. The main category of difficulties diagnosed in the main stream school involves learning difficulties (dyslexia and dysgraphia).
Those pupils experiencing initial difficulties in reading and writing could go on and experience difficulties in other areas of school curriculum , if not addressed.These could lead in turn to behavioural problems (coping and avoiding mechanisms: school truancy, refusal to engage in any academic activities, telling lies , etc).
Therefore, it is important to ensure that all the support is provided from the early stage (in the reception class and in the first year) to prevent them developing into bigger problems.
This article, describes the VAKT Processing Programme ( V-visual, A-auditiv, K-kinesthetic, T-tactile) developed in an experimental process , emphasising the importance of using multisensory stimuls in prevention of learning difficulties (dislexic and disgraphic problems) as part of the main learning process (in first classes ) which has proved to be extremely efficent in the experimental group.

Keywords: learning disabilities, specific learning disabilities, multisensory learning, early stage, prevention

DOI:10.26744/rrttlc.2017.3.1.05

Published on line: 15/03/2017

References:

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

Baines, L. (2008).A Teacher’s Guide To Multisensory Learning. Improving Literacy by Engaging the Senses, Association for Supervision and Curriculum Development, Alexandria, Virginia, U.S.A;

Bodea Haţegan, C., Talaş, D. (coord.) (2016). Fluenţa verbală. Direcţii teoretice şi aplicaţii psihopedagogice/Verbal Fluency. Thoretical Directions and Practical Approaches, Ediția revăzută și adăugită, Canada/Cluj-Napoca: Gatineau Symphologic Publishing/Argonaut.

Hoisington, B.(2015). Multisensory Activities to Teach Reading Skills Minnesota Literacy Council  Summer Reads,  retrieved from https://mnliteracy.org/sites/default/files/multisensory_techniques_to_teach_reading_skills.pdf

IDA, (2015). Multisensory structured language teaching, retrieved from https://dyslexiaida.org/multisensory-structured-language-teaching/

Molan, V. (2014). Didactica disciplinelor “Comunicare în limba română” și  “Limba și literatura română” (Ediție revizuită, actualizată și completată. Studii critice), București: Editura Miniped.

Preda, V. (1997). Probe de psihodiagnostic pentru evaluarea copiilor deficienți, Colecția Psihopedagogie. Universitatea “Babeș- Bolyai”. Facultatea de Psihologie și Științe ale Educației. Catedra de Psihopedagogie specială, Cluj-Napoca.