Editorial
Carolina BODEA-HAŢEGAN
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DOI:10.26744/rrttlc.2026.12.1.01
Published on line: 31/03/2026
Categorie: 2026, Vol XII, Nr. 1
Numarul1/2026
Implementarea modelului Blank Center CARE în România: analiză descriptivă a primelor două ediții ale taberei „Dream. Speak. Live.”
Implementarea modelului Blank Center CARE în România: analiză descriptivă a primelor două ediții ale taberei „Dream. Speak. Live.” (2024–2025)
Implementation of the Blank Center CARE Model in Romania: Descriptive Analysis of the First Two Editions of the “Dream. Speak. Live.” Camp (2024–2025)
Carolina Bodea HAȚEGAN, Dorina Anca TALAȘ, Raluca Nicoleta TRIFU
Abstract
Stuttering is a speech fluency disorder that can significantly influence the development of communication, social participation, and self-esteem in children and young people. In recent years, the literature has highlighted the importance of intensive intervention programs, including therapeutic camps that combine speech therapy, educational activities, and social experiences.
This article describes the implementation in Romania of the international program „Dream. Speak. Live.” Camp, based on the Blank Center CARE™ (Communication, Advocacy, Resiliency, Education) model. The program is developed by the Arthur M. Blank Center for Stuttering Education and Research at the University of Texas at Austin.
The paper presents a descriptive analysis of the first two editions of CARE CAMP Romania, held in 2024 and 2025 in Cluj-Napoca. It presents the characteristics of the participants, the structure of the program, the activities carried out, the resources involved, and the feedback from participants and families. The results indicate an increase in the number of participants from the first to the second edition, a high level of satisfaction among parents, and a positive impact on the communication experience of the participating children.
This article describes the implementation in Romania of the international program „Dream. Speak. Live.” Camp, based on the Blank Center CARE™ (Communication, Advocacy, Resiliency, Education) model. The program is developed by the Arthur M. Blank Center for Stuttering Education and Research at the University of Texas at Austin.
The paper presents a descriptive analysis of the first two editions of CARE CAMP Romania, held in 2024 and 2025 in Cluj-Napoca. It presents the characteristics of the participants, the structure of the program, the activities carried out, the resources involved, and the feedback from participants and families. The results indicate an increase in the number of participants from the first to the second edition, a high level of satisfaction among parents, and a positive impact on the communication experience of the participating children.
Keywords: stuttering, speech therapy intervention, therapeutic camp, resilience, communication, intensive interventionsy
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DOI:10.26744/rrttlc.2026.12.1.02
Published on line: 03/31/2026
Reference
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders. 5th Edn. American Psychiatric Publishing.
Blank Center for Stuttering Education and Research. (2026). CARE Model: Communication, Advocacy, Resiliency, Education. Blank Center CARE Model Manual – Arthur M. Blank Center for Stuttering Education
Block, Susan & Brosch, Sibylle & Craig, Ashley & Eggers, Kurt & Euler, Harald & Georgieva, Dobrinka & Llamas, Matt & Maguire, Gerald & Wong, Stephanie & Yaruss, J.. (2025). Rehabilitation and Prognosis of Speech Fluency Disorders. 10.1007/978-3-031-25175-7_10.
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj- Structuri deschise, București: Editura Trei, p. 634, ISBN: 978-606-719-722-8.
Bodea Hațegan, C., Talaș, D., Trifu, R. (2023). Logopedia. Abordări moderne în terapia limbajului-modele de evaluare și direcții de intervenție, Editura ASTTLR/Risoprint, Cluj-Napoca, ISBN: 978-606-95731-2-9/978-973-53-3105-4.
Bodea Haţegan, C.; Anca, M.; Prihoi L. (2012). Stuttering-Psycholinguistic approach, Acta Didactica Napocensia, vol. 5, nr. 1/2012 p.75-84 (indexed in DOAJ, Ulrich`s, Fachportal, Ebsco, Index Copernicus etc.).
Boşcaiu, E. (1983). Bâlbâiala. Prevenire şi tratament, Bucureşti: Editura Didactică şi Pedagogică.
Breitenfeldt, D.H., Lorenz, D. R. (2000). Successful stuttering management program (SSMP) For Adolescent and adult stutterers (2nd ed). Cheney, WA: Eastern Washington University.
Byrd, C. T., Gkalitsiou, Z., Werle, D., and Coalson, G. A. (2018). Exploring the effectiveness of an intensive treatment program for school-age children who stutter camp dream. Speak. Live.: A follow-up study. Semin. Speech Lang. 39, 458–468. doi: 10.1055/s-0038-1670669
Byrd, C. T., Winters, K. L., Young, M., Werle, D., Croft, R. L., Hampton, E., et al. (2021). The communication benefits of participation in camp dream. Speak. Live.: an extension and replication. Semin. Speech Lang. 42, 117–135. doi: 10.1055/s-0041-1723843
Byrd, C.T., Coalson, G.A. and Conture, E.G. (2024). CARE Model of Treatment for stuttering: Theory, assumptions, and preliminary findings. Front. Psychol. 15:1488328. doi: 10.3389/fpsyg.2024.1488328
Coalson, G. A., Byrd, C. T., Werle, D., Croft, R., and Mahometa, M. (2024). Self-perceived communication competence of adults who stutter following communication-centered treatment. Am. J. Speech Lang. Pathol. 33, 1965–1985. doi: 10.1044/2024_AJSLP-23-00234
Healey, E. C. (2012). The Cognitive, Affective, Linguistic, Motor, and Social (CALMS) Assessment For Children Who Stutter. Lincoln, Nebraska: University of Nebraska-Lincoln.
Werle, D., Byrd, C. T., Coalson, G. A. (2023). Impact of self-disclosure and communication competence on perceived listener distraction. J. Commun. Disord.103:106333. doi: 10.1016/j.jcomdis.2023.106333.
Eficiența metodei de analiză a trăsăturilor semantice (SFA) în terapia afaziei expresive (tip Broca)
Eficiența metodei de analiză a trăsăturilor semantice (SFA) în terapia afaziei expresive (tip Broca)
The Effectiveness of the Semantic Feature Analysis (SFA) Method in the Treatment of Expressive Aphasia (Broca Type)”
Mihaela CHISCĂREANU
Abstract
This study investigates the effectiveness of the Semantic Feature Analysis (SFA) method in language rehabilitation for a patient diagnosed with expressive aphasia (Broca’s type), within the framework of early post-stroke speech-language intervention. The methodological originality lies in the systematic application of the SFA technique during the early stage of neurological recovery, capitalizing on the spontaneous neuroplasticity window. The case study demonstrates a significant improvement in naming ability, verbal fluency, and communicative initiative after 12 weeks of intensive therapy. The therapeutic approach integrated speech-language, neuropsychological, and family-based perspectives within an interdisciplinary setting. This research contributes significantly to the validation of SFA implementation in Romanian speech-language pathology practice and underscores the importance of early intervention in aphasia to maximize functional recovery outcomes.
Keywords: expressive aphasia, Semantic Feature Analysis, early intervention, post-stroke rehabilitation, naming, verbal fluency
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DOI:10.26744/rrttlc.2026.12.1.03
Published on line: 03/31/2026
References
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Beeson, S., & Goodglass, H. (2020). Recovery patterns in expressive aphasia: Implications for therapy. Aphasiology, 34(5), 555–574. https://doi.org/10.1080/02687038.2019.1673533
Benson, D. F., & Ardila, A. (1996). Aphasia: A clinical perspective. New York, NY: Oxford University Press.
Berthier, M. L. (2005). Poststroke aphasia: Epidemiology, pathophysiology and treatment. Drugs & Aging, 22(2), 163–182. https://doi.org/10.2165/00002512-200522020-00006
Boey, M., & Coelho, C. A. (1995). Application of semantic feature analysis as a treatment for aphasic dysnomia. American Journal of Speech-Language Pathology, 4(4), 94–98. https://doi.org/10.1044/1058-0360.0404.94
Brookshire, R. H., & Nicholas, A. L. (1993). Effects of semantic feature analysis on naming in aphasia. Clinical Aphasiology, 21, 227–237.
Collins, L., & Enderby, P. (2019). Early intervention in post-stroke aphasia: Evidence-based practice. International Journal of Language & Communication Disorders, 54(3), 357–372. https://doi.org/10.1111/1460-6984.12466
Cojocaru, D., Popescu, B., & Popa, L. (2020). Stroke epidemiology and rehabilitation challenges in Romania. Romanian Journal of Neurology, 19(2), 85–92.
Hațegan, C. B., Talaș, D., & Trifu, R. (2023). Logopedia Abordări moderne în terapia limbajului Cluj-Napoca: Editura ASTTLR&Risoprint, 978-606-95589-0-4. 414 p.
Helm-Estabrooks, N., & Albert, M. L. (2004). Manual of aphasia and aphasia therapy (2nd ed.). Austin, TX: Pro-Ed.
Hillis, A. E. (2007). Aphasia: Progress in the last quarter of a century. Neurology, 69(2), 200–213. https://doi.org/10.1212/01.wnl.0000260963.21122.19
Howard, D., & Sage, K. (2006). Therapy for naming disorders in aphasia. International Journal of Speech-Language Pathology, 8(3), 155–163. https://doi.org/10.1080/14417040600688941
Kertesz, A. (2007). Western Aphasia Battery – Revised. San Antonio, TX: Pearson.
Mureșan, D., Bălaşa, R., & Popescu, B. (2019). Neuropsychological aspects of post-stroke aphasia. Romanian Journal of Neurology, 18(3), 120–126.
Papathanasiou, C., & Coppens, P. (2017). Aphasia and related neurogenic communication disorders (3rd ed.). Burlington, MA: Jones & Bartlett Learning.
Trifu,R., Mera,D., Hambrich,M., Cozman, D.(2015).Verbal fluency, clustering and switching in persons with depression as indicators for cognitive impairments. Revista Română de Psihiatrie, XVII, 2015
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Intervenție psihopedagogică asistată de tehnologie la un copil cu Sindrom Aicardi-Goutières
Intervenție psihopedagogică asistată de tehnologie la un copil cu Sindrom Aicardi-Goutières
Technology-Assisted Psychopedagogical Intervention in a Child with Aicardi–Goutières Syndrome
Narcisa Mihaela UDREA CONSTANTINESCU
Abstract
This paper addresses an extremely rare genetic disorder with very low prevalence in the global population, entitled Aicardi-Goutières Syndrome.
The general objective of the study is to present, in the form of a case study, the results obtained following a psychopedagogical intervention aimed at developing functional communication skills through the use of the AAC Cboard application, in the case of a 12-year-old girl diagnosed with Aicardi-Goutières Syndrome.
Throughout the research, various tools were used, including the Portage Psychomotor Development Scale, the Personalized Intervention Program, Observation Sheets, and Evaluation Sheets.
This paper provides an overview of Aicardi-Goutières Syndrome, outlines the study’s objectives and underlying hypotheses, describes the research participant, details the instruments and procedures employed, presents the results obtained, and concludes with the study’s findings and bibliography.
The results highlighted a significant increase in the ability to initiate and maintain interaction, a reduction in frustration-related behaviors and more active involvement in communication activities.
In conclusion, the proposed intervention clearly contributed to achieving the general objective of the study and validated the importance of using assistive technologies to support communication in children with special educational needs.
The general objective of the study is to present, in the form of a case study, the results obtained following a psychopedagogical intervention aimed at developing functional communication skills through the use of the AAC Cboard application, in the case of a 12-year-old girl diagnosed with Aicardi-Goutières Syndrome.
Throughout the research, various tools were used, including the Portage Psychomotor Development Scale, the Personalized Intervention Program, Observation Sheets, and Evaluation Sheets.
This paper provides an overview of Aicardi-Goutières Syndrome, outlines the study’s objectives and underlying hypotheses, describes the research participant, details the instruments and procedures employed, presents the results obtained, and concludes with the study’s findings and bibliography.
The results highlighted a significant increase in the ability to initiate and maintain interaction, a reduction in frustration-related behaviors and more active involvement in communication activities.
In conclusion, the proposed intervention clearly contributed to achieving the general objective of the study and validated the importance of using assistive technologies to support communication in children with special educational needs.
Keywords: Aicardi-Goutières Syndrome, Aicardi Syndrome, Augmentative and Alternative Communication Systems, Cboard AAC application
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DOI:10.26744/rrttlc.2026.12.1.04
Published on line: 03/31/2026
Reference
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Evaluarea formativă a tulburării miofuncționale. Aplicații
Evaluarea formativă a tulburării miofuncționale. Aplicații
Formative Assessment of Myofunctional Disorders: Applications
Maria-Daiana FELDIOREAN
Abstract
This article presents a case study of a child diagnosed with orofacial myofunctional disorder, which has implications both on the pronunciation of specific sounds associated with this disorder and on oral and postural configuration. Orofacial myofunctional disorders can significantly influence a child’s speech intelligibility, chewing efficiency, and overall oral motor development.
As these dysfunctions are becoming more frequently encountered in the field of speech-language therapy, this study includes a self-developed evaluation questionnaire for orofacial myofunctional disorders in children, with the aim of identifying its diagnostic value as well as its usefulness in facilitating an intervention program tailored to the child’s specific myofunctional profile.
This study is focused on evaluating the diagnostic value of the proposed questionnaire, the extent to which it supports the development of a comprehensive myofunctional disorder profile, and how it contributes to creating an individualized intervention program for addressing the child’s dysfunctions. Additionally, the study discusses the potential implications for clinical practice and future research in pediatric myofunctional therapy.
As these dysfunctions are becoming more frequently encountered in the field of speech-language therapy, this study includes a self-developed evaluation questionnaire for orofacial myofunctional disorders in children, with the aim of identifying its diagnostic value as well as its usefulness in facilitating an intervention program tailored to the child’s specific myofunctional profile.
This study is focused on evaluating the diagnostic value of the proposed questionnaire, the extent to which it supports the development of a comprehensive myofunctional disorder profile, and how it contributes to creating an individualized intervention program for addressing the child’s dysfunctions. Additionally, the study discusses the potential implications for clinical practice and future research in pediatric myofunctional therapy.
Keywords: Myofunctional therapy, oral dysfunction, assessment questionnaire, speech articulation disorders, clinical measurement tool.
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DOI:10.26744/rrttlc.2026.12.1.05
Published on line: 03/31/2026
Reference
ASHA (n.d.). Orofacial Myofunctional Disorders. American Speech-Language-Hearing Association.https://www.asha.org/practice-portal/clinical-topics/orofacial-myofunctionaldisorders/
D’Onofrio, L. (2019). Oral dysfunction as a cause of malocclusion. Orthodontics and Craniofacial Research, 22(S1), 43–48. https://doi.org/10.1111/ocr.12277
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Haţegan, C. B., & Talaş, D. (2019). Tulburările orofaciale miofuncţionale. ORL Ro. https://www.medichub.ro/reviste/orl-ro/tulburarile-orofaciale-miofunctionale-id-2402-cmsid- 63https://doi.org/10.52010/ijom.2004.30.1.4
Maspero, C., Prevedello, C., Giannini, L., Galbiati, G., & Farronato, G. (2014). Orofacial myofunctional therapy: Guidelines for the management of OMDs. European Journal of Paediatric Dentistry, 15(2), 85–88.
Merkel-Walsh, R. (2020). Orofacial Myofunctional Disorders: Assessment, Clinical Management, and Evidence-Based Practice. În: American Speech-Language-Hearing
Merkel-Walsh, R. (2020). Orofacial Myofunctional Therapy with Children Ages 0-4 and Individuals with Special Needs. International Journal of Orofacial Myology and Myofunctional Therapy, 46(1), 22–36. https://doi.org/10.52010/ijom.2020.46.1.3
Salt, A., Babl, F. E., Barnett, P., Cheng, J., & Davidson, A. (2020). Tongue-tie and frenotomy in infants with breastfeeding difficulties: Achieving a balance. Journal of Paediatrics and Child Health, 56(5), 723–730. https://doi.org/10.1111/jpc.14765
Stefani, C. M., De Almeida De Lima, A., Stefani, F. M., Kung, J. Y., Compton, S., & FloresMir, C. (2025). Impact of myofunctional therapy on orthodontic management and orthognathic surgery outcomes: a scoping review. European Journal of Orthodontics, 47(3). https://doi.org/10.1093/ejo/cjaf024
Wang, Y., Tan, H. L., & Kuan, L. (2022). Effectiveness of frenotomy on speech outcomes în children with ankyloglossia: A systematic review. International Journal of Pediatric Otorhinolaryngology, 156, 111124. https://doi.org/10.1016/j.ijporl.2022.111124
Eficiența metodei DTTC în apraxia de vorbire la copii cu comorbidități neurologice complexe
Eficiența metodei DTTC în apraxia de vorbire la copii cu comorbidități neurologice complexe
The Effectiveness of DTTC in Childhood Apraxia of Speech with Complex Neurological Comorbidities/a>
Childhood Apraxia of Speech (CAS) is a neurological disorder of speech motor planning and programming, often co-occurring with complex developmental and neurological conditions. In children with neonatal seizures, early-onset ataxia and intellectual disability, the clinical profile is highly vulnerable and intervention requires intensive, motor-learning–based approaches. This paper presents a single-case clinical study of a 6-year-old girl with severe CAS secondary to neonatal seizures and early-onset ataxia, associated with moderate intellectual disability. An adapted Dynamic Temporal and Tactile Cueing (DTTC) programme was implemented as the first 12-month stage of a planned 2-year intervention (two 50-minute sessions per week), with systematic modification of the standard hierarchy (starting from simultaneous production, reduced advancement criterion of 5–8 accurate productions, and enhanced visual, tactile and gestural cueing). Complementary orofacial myofunctional therapy, imitation-based play and augmentative and alternative communication were integrated. Results after approximately 6 months showed a 300–400% increase in functional active vocabulary (from 4–5 to 15–20 words), clinically relevant gains on a communicative Matrix scale and improvements in attention, fine motor skills and communicative engagement. These findings support the clinical usefulness of an individually adapted DTTC approach for children with CAS in atypical neurological contexts and highlight the importance of treatment intensity, multisensory input and flexible application of motor learning principles
Keywords: childhood apraxia of speech; Dynamic Temporal and Tactile Cueing; motor learning; neonatal seizures; early-onset ataxia
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DOI:10.26744/rrttlc.2026.12.1.06
Published on line: 03/31/2026
Reference
Alduais, A., & Alfadda, H. (2024). Childhood apraxia of speech: A comprehensive model for assessment and diagnosis. Brain Sciences.
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R. A. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology, 17(3), 277–298.
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Tulburările de voce și impactul lor asupra satisfacției față de viață în rândul profesorilor
Tulburările de voce și impactul lor asupra satisfacției față de viață în rândul profesorilor
Voice Disorders and Their Impact on Life Satisfaction Among Teachers
Anca HORJ
Abstract
Vocal problems among teachers are a common consequence of prolonged vocal strain during teaching activities. The study included 217 teachers from preschool, primary, secondary, high school, and university levels, who completed online the Voice Handicap Index – 10 (VHI-10) and the Satisfaction With Life Scale (SWLS). Results show that 74% of participants reported that their voice frequently affects their ability to achieve professional goals, while 4.6% reported that it always does. Statistical analysis indicates that female gender, lack of vocal hygiene habits, prolonged voice use, classroom noise, and high student numbers significantly increase the risk of vocal disorders. Vocal dysfunction negatively impacts both professional performance and overall quality of life, highlighting the importance of early identification of risk factors and the implementation of preventive interventions
Keywords: vocal disorders, teachers, Voice Handicap Index, life satisfaction, vocal hygiene, occupational risk
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DOI:10.26744/rrttlc.2026.12.1.07
Published on line:03/31/2026
Reference
Alzugaray, C. y García, F. (2015). Relaciones de pareja y bienestar psicológico. En Oyanedel, J. C. M., Bilbao y Páez D. (Eds.): La felicidad de los chilenos. Estudios sobre bienestar (pp. 237-252). Santiago de Chile: RIL.
Behlau, M., & Murry, T. (2012). Chapter 10 – International and intercultural aspects of voice and voice disorders.
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Boone,D., McFarlane,S., Von Berg, S., &Zraick, R. (2014). The voice and the voice therapy, Pearson, California
Byeon, H. (2019). The Risk Factors Related to Voice Disorder in Teachers: A Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health, 16(19), 3675. MDPI AG. Retrieved from http://dx.doi.org/10.3390/ijerph16193675
Canales-Vergara, M. A., Valenzuela-Suazo, S. V., & Luengo-Machuca., L. H. (2018). Calidad de Vida en el trabajo en profesores de colegios públicos de Concepción, Chile. Enfermería universitaria, 15(4), 370-382. https://doi.org/10.22201/eneo.23958421e.2018.4.544
Cantón Mayo, I. & Téllez Martínez, S.(2016). La satisfacción laboral y profesional de los profesores. Revista Lasallista de Investigación, 13(1),214-226.[fecha de Consulta 18 de Octubre de 2022].ISSN: 1794-4449.Disponible en: https://www.redalyc.org/articulo.oa?id=69545978019
Cazan, AM (2014). Versiunea românească a Scalei Satisfacției cu Viața. Revista Română de Psihologie Experimentală Aplicată, 5(1), 42-47.
Chen, B. L., Cheng, Y. Y., Lin, C. Y., & Guo, H. R. (2022). Incidence of Voice Disorders among Private School Teachers in Taiwan: A Nationwide Longitudinal Study. International journal of environmental research and public health, 19(3), 1130. https://doi.org/10.3390/ijerph19031130
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Lee, Y. R., Kim, H. R., & Lee, S. (2018). Effect of teacher’s working conditions on voice disorder in Korea: a nationwide survey. Annals of occupational and environmental medicine, 30, 43. https://doi.org/10.1186/s40557-018-0254-8
Marques da Rocha, L., Behlau, M., & Dias de Mattos Souza, L. (2015). Behavioral Dysphonia and Depression in Elementary School Teachers. Journal of voice : official journal of the Voice Foundation, 29(6), 712–717. https://doi.org/10.1016/j.jvoice.2014.10.011
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Evaluarea impactului intervenției logopedice specifice implementate de către familie în cazul preșcolarilor cu întârziere în dezvoltarea limbajului
Evaluarea impactului intervenției logopedice specifice implementate de către familie în cazul preșcolarilor cu întârziere în dezvoltarea limbajului
Evaluation of the Impact of Family-Implemented Speech-Language Intervention in Preschool Children with Language Delay
Cristina Mariana ZIRBO
Abstract
Language delay in early childhood represents a frequent clinical concern in speech-language therapy practice, given its potential implications for later academic and social development. The present study aimed to evaluate the impact of a structured speech-language intervention program implemented by parents in the family environment under the guidance of a speech-language specialist. The research involved preschool children aged 2–3 years identified with expressive language delay in the absence of associated neurodevelopmental disorders. Initial and final assessments were conducted using standardized instruments (Păunescu Language Scale, Auditory Development Scale, Portage Developmental Scale), complemented by systematic observation. The intervention, carried out over a three-month period, integrated language stimulation strategies into daily routines and natural interactions. Results indicated a measurable reduction in expressive language delay, increased lexical production, improved word combinations, and enhanced communicative initiative. The findings support the effectiveness of family-centered intervention models and highlight the essential role of parental involvement in accelerating language acquisition during the preschool period
Keywords: language delay; family-centered intervention; parent-implemented therapy; expressive language development; preschool children
pdf
DOI:10.26744/rrttlc.2026.12.1.08
Published on line: 03/31/2026
Reference
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Aplicații ale metodei Quantum Leap into Literacy la copiii cu tulburări de învățare
Aplicații ale metodei Quantum Leap into Literacy la copiii cu tulburări de învățare
Applications of the Quantum Leap Into Literacy Method in Children with Learning Disorders
Andreea TOMȘA, Carolina BODEA HAȚEGAN, Andrea HATHAZI
Abstract
Learning disorders represent one of the most common categories of difficulties encountered in educational settings, directly affecting the development of fundamental reading and writing skills. Identifying effective intervention methods is therefore essential for supporting the academic development of children experiencing such difficulties. The present study aimed to evaluate the effectiveness of the Quantum Leap Into Literacy method in improving reading and writing abilities in children with learning disorders.
The study was conducted with a group of six children aged between 7 and 10 years diagnosed with learning disorders affecting literacy acquisition. Participants were assessed before and after the intervention through tasks measuring reading fluency, word recognition, and writing performance. The intervention consisted of a structured program based on the Quantum Leap Into Literacy method, which integrates multisensory activities combining visual, auditory, and motor stimulation, along with frequency-based auditory files and light-based stimulation designed to support neurological processes involved in literacy.
The results indicated notable improvements in reading fluency and writing performance across all participants. Children demonstrated an increased number of correctly read and written words per minute, as well as improved accuracy in reading and writing tasks. Beyond quantitative gains in decoding and writing performance, qualitative observations suggested positive changes in students’ attitudes toward literacy activities, including increased engagement and reduced resistance to reading and writing tasks.
These findings suggest that the Quantum Leap Into Literacy method may represent a promising complementary approach for supporting the development of literacy skills in children with learning disorders. By combining multisensory stimulation with structured literacy activities, the program may facilitate the activation and integration of cognitive and neurological processes underlying reading and writing acquisition. However, further research involving larger samples and controlled experimental designs is necessary to confirm the effectiveness and generalizability of these findings.
The study was conducted with a group of six children aged between 7 and 10 years diagnosed with learning disorders affecting literacy acquisition. Participants were assessed before and after the intervention through tasks measuring reading fluency, word recognition, and writing performance. The intervention consisted of a structured program based on the Quantum Leap Into Literacy method, which integrates multisensory activities combining visual, auditory, and motor stimulation, along with frequency-based auditory files and light-based stimulation designed to support neurological processes involved in literacy.
The results indicated notable improvements in reading fluency and writing performance across all participants. Children demonstrated an increased number of correctly read and written words per minute, as well as improved accuracy in reading and writing tasks. Beyond quantitative gains in decoding and writing performance, qualitative observations suggested positive changes in students’ attitudes toward literacy activities, including increased engagement and reduced resistance to reading and writing tasks.
These findings suggest that the Quantum Leap Into Literacy method may represent a promising complementary approach for supporting the development of literacy skills in children with learning disorders. By combining multisensory stimulation with structured literacy activities, the program may facilitate the activation and integration of cognitive and neurological processes underlying reading and writing acquisition. However, further research involving larger samples and controlled experimental designs is necessary to confirm the effectiveness and generalizability of these findings.
Keywords: Quantum Leap Into Literacy, learning disorders, reading fluency, writing skills, multisensory intervention, literacy development
pdf
DOI:10.26744/rrttlc.2026.12.1.09
Published on line: 03/31/2026
Reference
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Abilități de comunicare după accident vascular verebral în emisfera dreaptă: Studiu de caz utilizând Testul de Comunicare Lille
Abilități de comunicare după accident vascular verebral în emisfera dreaptă: Studiu de caz utilizând Testul de Comunicare Lille (TLC)
Communicative Abilities After Right-Hemisphere Stroke: Case Study Using the Lille Communication Test (TLC)/a>
Pr. Nafissa BOURIDAH
Abstract
This study examines the communicative abilities of a right-handed patient who experienced a right-hemisphere stroke, using the Lille Communication Test (TLC), adapted for the Algerian linguistic and sociocultural context. A descriptive single-case methodology is employed to evaluate verbal and non-verbal communicative performance in the absence of aphasia. The adapted TLC enabled a multidimensional assessment of communicative behaviour, encompassing attentional, verbal, and non-verbal components. Findings revealed preservation of structural aspects of language, including phonological, lexical, and syntactic domains, as well as mild prosodic impairment and subtle pragmatic features. In contrast, pronounced difficulties were observed in the non-verbal domain, particularly in the comprehension and production of symbolic and ideational gestures. These outcomes are consistent with established neurolinguistic evidence indicating the right hemisphere’s role in prosody, pragmatics, and non-verbal communication.
Keywords: Right hemisphere stroke; communicative abilities; Lille Communication Test (TLC)
pdf
DOI:10.26744/rrttlc.2026.12.1.10
Published on line: 03/31/2026
Reference
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