Etichetă: early interventions

Povestea – Instrument de stimulare cognitivă pentru copiii cu intelect de limită integrați în școala de masă

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Povestea – Instrument de stimulare cognitivă pentru copiii cu intelect de limită integrați în școala de masă

The story as a tool for cognitive stimulation for children with mild intellectual disabilities integrated in mainstream school

Aura-Liliana BRÎNZILĂ
Abstract The study focused on students with liminal intellect integrated in the mainstream school and was based on adapting the teaching-learning-recovery methods to the students` developmental particularities. It started from the premise that students’ cognitive Rehabilitation process would be improved through cognitive stimulation programs based on the storytelling method. The storytelling as a therapeutic method accompanied a set of exercises for cognitive stimulation influenced children` s cognitive performances. Participants in the research were 32 students from the second grade based on the results they obtained on „Progressive Reaven Matrices” test (QI values in the range 68-85). Participants were organized in two groups: 16 in the experimental group and 16 in the control group. Test-retest method with a single dependent variable was used. Qualitative results of this research are: the metaphors used in the stories taught the students to overcome the emotional barriers, they learned that they can ask several times about something they did not understand, without being criticized or stigmatized for their lack of knowledge; the symbols used in the construction of the stories led to the development of an efficient communication between the parents and the students included in the experimental group; the cognitive stimulation program facilitated the structuring and restructuring of learning leading to the improvement of learning difficulties.

Keywords: learning disabilities, early intervention, reading and writing

DOI: 10.26744/rrttlc.2021.7.2.09

Published on line: 31/10/2021

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Învățarea explicită bazată pe metode didactice interactive utilizate pentru înțelegerea lecturi

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Învățarea explicită bazată pe metode didactice interactive utilizate pentru înțelegerea lecturi

Explicit learning based on interactive pedagogical methods used for reading comprehension

Oana PREDA
Abstract

Explicit learning based on interactive pedagogical methods used for reading comprehension.
When choosing the pedagogical strategies meant to foster the formation and the development of reading comprehension skills it is essential to detect the roots and the specifics of dysfunctions in the cognitive processes and competences that might affect reading comprehension. The personalized and systematic use of interactive pedagogical methods has a positive impact on: enriching the pupils’ vocabulary with novel words and expressions; understanding the anaphoric reference items that feature in clauses and sentences; making lexical, causal and pragmatic inferences so as to understand clauses and sentences; acknowledging discourse markers; building a global representation of the text; employing meta-cognition while monitoring textual comprehension; accessing the significance of the text; understanding and using the text’s structure in order to critically interpret and assess the information read.

Keywords: language, linguistic abilities, early interventions, language stimulations, speech-therapy methods, cognitive education, personalized programs
pdf

DOI: 10.26744/rrttlc.2020.6.2.06
Published on line: 30/10/2020

References:
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Dezvoltarea limbajului: procese cognitive implicate, evaluare şi intervenţii educative

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Dezvoltarea limbajului: procese cognitive implicate, evaluare şi intervenţii educative

The development of language: cognitive processes involved, assessment and educative interventions

Vasile Radu PREDA
Abstract

The development of language: cognitive processes involved, assessment and educative interventions. This study is an interdisciplinary approach for development of language and learning strategies, based on the constructivist theory, linguistic theory and differential pedagogy. For language development is necessary: a) a good assessment of language with psychological procedures, methods and instruments; b) early stimulations of the linguistic abilities (phonological and phonemic awareness, phonological segmentation, verbal memory) and of oral, reading and writing communication with speech-therapy methods and educative personalized programs.

Keywords:language, linguistic abilities, early interventions, language stimulations, speech-therapy methods, cognitive education, personalized programs
pdf

DOI: 10.26744/rrttlc.2020.6.1.06

Published on line: 15/03/2020

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