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

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

DOI: 10.26744/rrttlc.2018.4.2.02

Published on line: 31/10/2018

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

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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)


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


Published on line: 15/03/2017


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