Etichetă: intervention program

Direcții de prevenire a tulburărilor de limbaj la copiii preșcolari

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Direcții de prevenire a tulburărilor de limbaj la copiii preșcolari

Directions for the prevention of language disorders in preschool children

Teodora POPUȚA
Abstract

This research paper aims to address the vital topic of preventing language disorders in preschool children. The primary focus is to investigate the effectiveness of an intervention program designed to enhance language and perceptual-auditory skills in this age group. Language disorders are a common concern among preschoolers, with various risk factors, including genetic predispositions, limited exposure to language-rich environments, and underlying medical conditions. Of utmost importance is early diagnosis and intervention, as these play a crucial role in facilitating a child’s language development.

Keywords: language disorders, preschool children, intervention program, language development, early intervention, developmental language disorder
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DOI:10.26744/rrttlc.2023.9.2.09
Published on line: 03/31/2023
References

Dezvoltarea abilităților de citire cu ajutorul instrumentelor Boomwhackers în contextul dizabilității asociate

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Dezvoltarea abilităților de citire cu ajutorul instrumentelor Boomwhackers în contextul dizabilității asociate

Enhancing Reading Skills with Boomwhackers Instruments in the Context of Associated Disabilities

Janka Eszter VERES
Abstract

This research paper aims to address the vital topic of preventing language disorders in preschool children. The primary focus is to investigate the effectiveness of an intervention program designed to enhance language and perceptual-auditory skills in this age group. Language disorders are a common concern among preschoolers, with various risk factors, including genetic predispositions, limited exposure to language-rich environments, and underlying medical conditions. Of utmost importance is early diagnosis and intervention, as these play a crucial role in facilitating a child’s language development.

Keywords: language disorders, preschool children, intervention program, language development, early intervention, developmental language disorder
pdf

DOI:10.26744/rrttlc.2023.9.2.10
Published on line: 10/30/2023
References
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.
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Fisher, A. V. (2019). Selective sustained attention: A developmental foundation for cognition. Current opinion in psychology, 29, 248-253.
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Henry, L.A. (2001). The development of working memory in children with Down syndrome. Journal of Experimental Child Psychology, 80(2), 271-290.
Iancu, C. (2015). Dezvoltarea fluenței citirii în clasa I. Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare, 1(1), 70-74.
Jonides, J., Lewis, R. L., Nee, D. E., Lustig, C. A., Berman, M. G., & Moore, K. S. (2008). The mind and brain of short-term memory. Annu. Rev. Psychol., 59, 193-224.
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Lederberg, A. R., & Spencer, P. E. (2009). Word recognition skills in deaf preschoolers enrolled in oral or signing preschool programs. Journal of deaf studies and deaf education, 15(2), 115-135.
Levitin, D. J. (2006). This Is Your Brain on Music: The Science of a Human Obsession. New York: Dutton.
Magee, W. L., & Davidson, J. W. (2002). The effect of music therapy on mood states in neurological patients: a pilot study. Journal of music therapy, 39(1), 20-29.
Roşan, A. (2015). Psihopedagogie specială-Modele de evaluare şi intervenţie. Iaşi: Polirom.
Ruiz, M. J. (2014). Boomwhackers and end-pipe corrections. The Physics Teacher, 52(2), 73-75.
Stoppard, M., Angster, M., Good, M., & Murray, D. (1997). Mit tud a gyerek?: játékos képességvizsgálatok, Budapest: Park.
Tóth-Bakos A. (2022). Zeneoktatás és zeneterápia. SZÓ–KÉP–RITMUS, Nagykőrös: Károli Gáspár Református Egyetem Pedagógiai Kar.
Van der Molen, M. J. W., Van Luit, J. E. H., & Jongmans, M. J. (2007). Working memory in children with mild intellectual disabilities. Journal of Intellectual Disability Research, 51(10), 732-747.
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Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. In The Role of Fluency in Reading Competence, Assessment, and instruction (pp. 211-238). Routledge.
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Scale și instrumente de măsurare
Anca, M., & Bodea Hațegan, C. (2012). Scala integrată de dezvoltare, traducere și adaptare în limba română.
Bodea-Haţegan, C., Talaş, D. A., & Trifu, R. N. (2022). Probă de evaluare şi antrenare a fluenţei în citire – PEAFC : mapa de evaluare, manual tehnic. Cluj-Napoca: Editura ASTTLR.
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Acknowledgement: Lucrarea a fost elaborată în cadrul masteratului de Terapia Limbajului și Audiologie Educațională, Departamentul de Psihopedagogie specială, Universitatea Babeș-Bolyai, Cluj-Napoca, sub coordonarea Conf. Univ. Dr. Bodea-Hațegan Carolina.

Dezvoltarea abilităţilor de comunicare printr-un program de intervenţie bazat pe LSR (Limba Semnelor Române) şi simboluri grafice

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Dezvoltarea abilităţilor de comunicare printr-un program de intervenţie bazat pe LSR (Limba Semnelor Române) şi simboluri grafice

Developing the communication skills through an intervention program based on LSR (Romanian Sign Language) and graphic symbols

Ioana TUFAR
Abstract

The aim of this study is to create and to assess the efficiency of an intervention program based on Sign language and graphic symbols. The research had a comparative design pre-post-follow-up intervention. The participants to the program were deafblind/MSI students and the data proved there were significant differences between the pre-intervention, post-intervention and follow-up stage at the sign language level and at the graphic symbols acquired by the students.

Keywords:communication skills, Sign Language, graphic symbols, deafblind/multisensorial impairement, intervention program

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DOI: 10.26744/rrttlc.2020.6.1.04

Published on line: 15/03/2020

References:
Ashton, G., Cagle, K., Kurz, K., Newell, W., Peterson, R., & Zinza, J. (2011).Standards for Learning American Sign Language (ASL) in the 21st Century. In Standards for Foreign Language Learning in the 21st Century. Yonkers, NY, disponibil online la http://www.interpretereducation.org/wp-content/uploads/2011/06/ASL-Standards-March-2011-draft-pub.pdf (consultat în 25.02.2020)
Anca, A. (2006). Psihologia deficienţilor de auz. Cluj Napoca: Presa Universitară Clujeană.
Birkett, E. (1984). A comparative Study of the Effects of makaton Vocabulary and a Language Stimulation Programme on the Communication Abilities of Mentally Handicapped Adults. Glasgow: Department of English Language, University of Glasgow.
Bodea Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Presa Universitară Clujeană.
Boulet, L. (1999). Effectiveness of Pictures Communication Symbols in the Acquisition of Specific American Sign Language Vocabulary by Deaf Students with Intellectual Disabilities. The University of British Columbia.
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Griffith, P.; Panagos J. & Robinson, J.H. (1990). Tactile Iconicity: Signs Rated for Use with Deafblind Children. În: H. Bornstein (Ed.): Manual Communication: Implications for Education.Washinton: Gallaudet University Press.
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Hathazi, A. (2014). Dezvoltarea abilităţilor de comunicare la copiii cu surdocecitate. Colecţia: Educarea persoanelor cu dizabilităţi multiple. Editura: Presa Universitară Clujeană.
Jameel, H. T. & Bibi, S. (2016). Benefits of sign language for the deaf students in classroom learning. International Journal of Advanced and Applied Sciences. 3. 24-26.
Malloy, T.V.(2003) Sign Language Use for Deaf, Hard of Hearing, and Hearing Babies: The Evidence Supports It, American Society for Deaf Children, disponibil online la https://www.gallaudet.edu/Images/Clerc/pdf/Full%20Document%20of%20ASDC%20Sign%20Language%20for%20All-English.pdf (consultat în 25.02.2020)
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Dezvoltarea conștiinței fonologice la vârsta preșcolară

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Dezvoltarea conștiinței fonologice la vârsta preșcolară

Developing phonological awarness at pre-school age

Ionuța MUNTEAN
Abstract

The child’s ability to perceive language, as a structure consisting of a limited set of sounds or phonemes can be considered to be one of the greatest conceptual constructs of the human mind.
The purpose of the present study was to train and develop the phonological abilities of preschool children based on an intervention program based on the activities of building, exposing, analyzing and solving different tasks of phonological awareness, a program included in the daily activities of language education. It was also considered to compare the results of children in two groups: the experimental group after conducting the phonological awareness development plan and the control group after the traditional language education activities, according to the curriculum for pre-school education.

Keywords: child development language, phonological abilities, phonological awareness, intervention program, phonological auditory analysis.
pdf

DOI: 10.26744/rrttlc.2017.3.2.05

Published on line: 31/10/2017

References:

Bodea Hațegan, C. (2013). Procesare fonologică – Delimitări teoretice și aspecte practice. Cartea albă a psihopedagogiei speciale. Cluj – Napoca: Departamentul de Psihopedagogie Specială. p. 1-11.

Bradley, L., Bryant, P. (1985). Children’s Reading problems în Ungureanu, D. (1998). Compendiu logopedic școlar, Timișoara: Editura Eurostampa.

Burlea, G. (2007). Tulburările limbajului citit-scris. Iași: Editura Polirom.

Burlea, G., Chiriță, R., Burlea, A. (2010). Tulburări ale limbajului oral și scris cauzate de deficitul fonologic la copil. În Revista română de pediatrie. Vol. LIX. Nr. 4. p. 284-292.

Mititiuc, I. I, Purle, T. (2010). Incursiune în universul copiilor cu tulburări de limbaj. Iași: Editura Alfa.

Schuele, C. M., Bourdeau, D. (2008). Phonological awareness intervention – beyond the basics Language. Speech and Hearing Services in Schools, 39: 3-20.

Torgesen, J. K. (1998). The prevention of reading difficulties. În Journal of School Psychology, Vol. 40, Nr. 1, p. 7–26.

Troia, G.A. (2004). A focus on phonological acquisition and intervention. Current Practice Alert 10: 1-4

http://www.readingresource.net/dibels.html