Etichetă: language disorders

Rolul jocurilor de percepție, atenție și memorie în dezvoltarea conștiinței fonologice la copiii preșcolari și școlari de vârstă mică

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Rolul jocurilor de percepție, atenție și memorie în dezvoltarea conștiinței fonologice la copiii preșcolari și școlari de vârstă mică

The role of perception, attention and memory games in developing the phonological awareness for preschool and school age children

Ramona Karola KOVACS
Abstract

The topic of phonological awareness and instrumental skills has been of interest to various researchers who have established assessment and intervention programs as early as 5 decade ago, providing models of educational and therapeutic practice that help children with language disorders, hearing disabilities and predisposition to difficulties to write and read.
It is highlighted that there is no flexibility in the manipulation of phonological units if spatial and temporal orientation abilities are affected, if there is an attentional deficit that affects the encoding and updating of knowledge related to auditory and verbal memory in daily communication.
The role of phonological awareness and instrumental skills related to language development in academic performance is the reason for these researches that show the importance of early identification of speech and language disorders in the last year of kindergarten respectively in the first year of preparatory class in order to apply game methods that can improve language structure and can prevent learning difficulties.
The present research aims to reveal aspects regarding of phonological awareness, instrumental abilities and the role of activities that has an impact on the development of language structure that can be made with the help of my own working program called ”Detectivul cu urechi lungi (The Detective with long ears)” and working materials aimed at developing the processes of perception, attention and memory.

Keywords:Phonologycal Awareness, instrumetal skills (perception, attention, memory) rhymes, syllabes, phonemics, early intervention, language disorder
pdf
DOI:10.26744/rrttlc.2024.10.1.08
Published on line: 03/31/2024
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Laura, V.P., Lavinia. C. (2012). Dezvoltarea memoriei de lucru: Exerciții pentru preșcolari și școlari. Cluj – Napoca: Editura ASCR
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H. Rudolf. S., (2010). Introducere în psihologia copilului. Cluj -Napoca: Editura ASCR
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Ecaterina. N., (2016). Dicționar expplicativ școlar: ediția a 8-a. București: Editura Steaua Nordului, pag 233
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Gail. G. (2000). Calitatea intervenției conștientizării fonologice la copiii cu tulburări de vorbire. Accesat la data de 13.iulie.2023
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Neda. M., Mile. V., (2017). Conștientizarea rimei la preșcolari, la copii cu tulburări de limbaj și fără tulburări de limbaj. Croația Journal of Education. Vol 20. pg 237 -257.
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Sarah. E. A. K., Emilie. B., (2017). Rime ritmice pentru stimulare conștientizarea fonologică în cazul copiilor dezavantajați din punct de vedere social. Journal Mind, Brain and Education. Vol 11. Pg 181 – 189
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DOI:10.26744/rrttlc.2019.5.1.02
Cristina. V., (2016) Direcții de abordare a abilităților instrumentale la școlarul mic cu dizabilități intelectuale – studiu de caz. Revista Română de Terapie a tulburărilor de Limbaj și Comunicare., Revista_II_2.cdr

Tulburarea din spectrul autist. Abordare din perspectivă psiholingvistică

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Tulburarea din spectrul autist. Abordare din perspectivă psiholingvistică

Autism spectrum disorder. A psycholinguistic approach

Ioana IRIMIA
Abstract

Psycholinguistic is definited as the study of the language of the mind. People with ASD have language disorders. In order to disguise their problems, these people use pre-prepared and learned phrases. Another language-related problem is the presence of echolalia, but the presence of echolalia does not influence the average length the sentence, just as the use of conjunctions or prepositions, or abstract words, does not influence the average length. What does influence the average lenght of the utterance is the number of new words used.

Keywords: psycholinguistics, autism spectrum disorder, language disorders, echolalia, mean legth of utterance
pdf
DOI:10.26744/rrttlc.2024.10.1.11
Published on line: 03/31/2024
References
Aitchison, J. (2007). The articulate mammal: An introduction to psycholinguistics.Routledge.
Alarcón, M., Abrahams, B. S., Stone, J. L., Duvall, J. A., Perederiy, J. V., Bomar, J. M.,… & Geschwind, D. H. (2008). Linkage, association, and gene-expression analyses identify CNTNAP2 as an autism-susceptibility gene. The American Journal of Human Genetics, 82(1), 150-159
Ciesielska, M., Boström, K. W., & Öhlander, M. (2018). Observation methods. Qualitative methodologies in organization studies: Volume II: Methods and possibilities, 33-52.
Lai, M. C., Lombardo, M. V., Ruigrok, A. N., Chakrabarti, B., Auyeung, B., Szatmari, P.,… & MRC AIMS Consortium. (2017). Quantifying and exploring camouflaging in men and women with autism. Autism, 21(6), 690-702.
Ryan, S., Roberts, J., & Beamish, W. (2022). Echolalia in Autism: A Scoping Review. International Journal of Disability, Development and Education, 1-16.
Schaeffer, J., El-Raziq, A., Castroviejo, E., Durrleman, S., Ferré, S., Grama, I.,… & Tuller, L. (2023). Language in autism: domains, profiles and co-occurring conditions. Journal of Neural Transmission, 1-25

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
pdf

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.
Cawthon, S. W. (2010). Principles and practices of literacy instruction for students who are deaf/hard of hearing in general education classrooms. Journal of deaf studies and deaf education, 15(3), 257-277.
Cser K., Faragó Gy., Faragó I., Gerdesics J., Horváth Bors E., Komlósi T., … Vecsei L. E. (2012). Terápiák, fejlesztő foglalkozások. Zeneterápia. Mosonmagyaróvár: Monocopy.
Fisher, A. V. (2019). Selective sustained attention: A developmental foundation for cognition. Current opinion in psychology, 29, 248-253.
Geers, A. E. (2003). Predictors of reading skill development in children with early cochlear implantation. Ear and hearing, 24(1 Suppl), 59-68.
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.
Kail, R.V., & Hall, L.K. (2001). Distinguishing short-term memory from working memory. Memory & Cognition, 29(1), 1.
Karres M. (1981). Az intenzív zenei nevelés hatása a gyermek személyiségének fejlődésére. Doktori értekezés. Szeged: Szegedi Tudományegyetem.
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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.
Vuijk, P. J., Hartman, E., & Scherder, E. J. A. (2010). Cognitive functioning in children with intellectual disabilities: A systematic review. Research in Developmental Disabilities, 31(6), 1399-1424.
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.
Wong, G. Y. (2016, November). Transmission and participative structures in the music classroom: A study of a Boomwhackers class in a Singapore institution. In Conference MPAC (Vol. 22, p. 128).
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.
Hărdălău, L. (2014). Evaluarea auzului fonematic. Jocuri si exerciții logopedice. Oradea: Primus.
Piéron, H, (1955), Metodologia psicotécnica, Buenos Aires: Kapelusz.
Rey, A. (1964). L’Examen Clinique en Psychologie. Paris: Press Universitaire de France. Gavett, BE, & Horwitz, JE (2012). Immediate list recall as a measure of short-term episodic memory: Insights from the serial position effect and item response theory. Archives of Clinical Neuropsychology, 27, 125-135

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.

Particularități ale dezvoltării abilităților morfo – semantice în contextul protezării auditive cu implant cohlear și aparat auditiv

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Particularități ale dezvoltării abilităților morfo – semantice în contextul protezării auditive cu implant cohlear și aparat auditiv

Longitudinal study regarding the frequency of speech disorders at the level of the speech therapy Nicolae Iorga office from Baia Mare

Katinka METEA
Abstract

Language disorders are one of the most common childhood disorders. Problems with oral communication are the most common signs of language disorders. Expressive language issues can be easier to identify in the early years.
The main objectives of the longitudinal study were: (1) to show a significant increase in the frequency of language and communication disorders in primary school children, (2) to underline the importance of high quality language therapy services focused on prevention and early intervention.
The study began in 2007 and ended in 2017. Children diagnosed with language and communication disorders at the beginning of each school year were included in the study.
It was hypothesized that there was a significant increase in the frequency of the language and communication disorders during the eleven years of the study, especially in expressive language disorders like dyslalia. The participants in the study were evaluated, diagnosed and received specialized speech therapy.
The main findings of the study suggest an increase in the number of the cases identified with language disorders during 2007 and 2012. Between 2012 and 2017 the number of cases started decreasing due to the language therapy services provided in preschool children focused on prevention programs. It also showed a high percentage of children diagnosed with dislalia as compared to other language disorders like rhinolalia, dyslexia and fluency disorders.
Considering the findings of the study, language and speech therapy services must provide a focus on specialized therapy programs including prevention and early intervention involving parents and also preschool and primary school teachers

Keywords: language disorders, dyslalia, speech and language therapy services, prevention, early intervention.

Published on line: 31/03/2019
References:
Bodea Hațegan, C. (2016). Logopedia – Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.
Bodea Hațegan, C., Talaș, D. (2015). Pași prin lumea sunetelor!, aplicația mobilă pentru sistemele Android, descărcabilă de la nivelul ASTTLR, www.asttlr.ro.
Gheorghe, V. (2005). Efectele televiziunii asupra minții umane, București: Editura Evanghelismos.
Gold, J. (2016). Părinte în era digitală, București: Editura Trei.
Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Editura Presa Universitară Clujeană.
Jurcău, E., Jurcău, N. (1999). Învățăm să vorbim corect, Cluj-Napoca: Editura PRINTEK.
Șerban, M., Crișan, A., Purcia V. (2017). Selecție de probe pentru examinarea logopedică complexă, CJRAE Sibiu
http://www.cmbrae.ro/2017/wp-content/uploads/Revista_logopedia_nr_1_2009.pdf

Particularități ale limbajului oral la elevii cu dizabilități intelectuale

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Particularități ale limbajului oral la elevii cu dizabilități intelectuale

Particularities of oral language in students with intellectual disabilities

Maria POP
Abstract

This article studies the particularities of spoken language in students with intellectual disabilities and the importance of a complex language assessment in order to structure a personalized intervention program for speech and language therapy. Hereby language is being evaluated in all its aspects: phonetic, phonological, morphological, semantic and syntactic.
Personalized intervention programs will be structured depending on the results obtained at the tests, the individual particularities of the children and the type and severity of intellectual disability. The personalized intervention program is the basis of speech and language therapy

Keywords: pragmatic communication disorder, Down syndrome, intellectual disability, speech and language therapy, case study
pdf

DOI: 10.26744/rrttlc.2018.4.2.06

Published on line: 31/10/2018

References:
Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.

Bodea Hațegan, C. (2014). Proba de evaluare a abilităților morfologice în limba română”, Cluj-Napoca: Editura Argonaut.

Bodea Hațegan, C., Talaș, D. (2015). Aplicația „Pași prin lumea sunetelor!”

Gherguț, A. ( 2013 ).Sinteze de psihopedagogie specială. Ghid pentru concursuri și examene de obținere a gradelor didactice, Iași: Editura Polirom

Hațegan, C. (2011). Abordări structuralist – integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Editura Presa Universitară Clujeană.

Hărdălău, L., Drugaș, I. (2010). Logopedie prin jocuri și exerciții”, Oradea: Editura Primus.

Roșan, A. (2016). Prefață, în Bodea Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei, p. 11.

Szanto, E., Dobre, E. ( 2017 ). Cum să învăț să vorbesc. Emiterea, corectarea și exersarea sunetelor la copiii cu dizabilitate auditivă”, Cluj-Napoca: Editura Risoprint, Cluj – Napoca.

Resursă web: http://kidsopia.com/

Stima de sine la preadolescenţii cu tulburări de pronunție

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Stima de sine la preadolescenţii cu tulburări de pronunție

Self- esteem in preadolescence with pronunciation disorders

Claudia DENES (LUPULEAC)
Abstract

The purpose of this study is to determine whether dyslalic language disorders may adversely affect the self-esteem of the pre-adolescent with standard intellectual development, in comparison to their peers with a typical development of language and intellect. An instrument designed to measure the level of the self-esteem, at the level of five subdivisions: the emotional self – ES, the social self – the SS, the physical self – the PS, the school self – SS, the prospective self – PS, was applied to a number of 18 students aged 13-14. As a result of the statistical data processing it is revealed that the pre-adolescents without speech disorder obtain higher and more constant scores in all five dimensions measured by the TOULOUSE – PIERON self – esteem inventory, while the students with speech disorders, although in terms of the results, present fluctuations at both batch and individual levels.
In conclusion, the presence of the dyslalic speech disorders may affect the individual’s self-esteem and may influence the development of their entire psychic life in the future as well as their range of action in the society.

Keywords: language disorders, dyslalia, self-esteem, pre-adolescent
pdf
DOI: 10.26744/rrttlc.2018.4.1.07

Published on line: 15/03/2018

References:

Albu, E. (2002).Manifestări tipice ale devierilor de comportament la elevii preadolescenţi. Prevenire şi terapie, București: Editura Aramis.

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Băban, A.(2001).Consiliere educaţională- Ghid metodologic pentru orele de dirigenţie şi consiliere, Cluj-Napoca: Editura Imprimeria Ardealului Cluj.

Bodea, Hațegan, C. (2016)Logopedia. Terapia tulburărilor de limbaj. Structuri deschise, București: Editura Trei.

Clocotici,V., Stan, A. (2001).Statistică aplicată în psihologie, Iași: Editura Polirom.

Crăciun, A. (1998).Stima de sine–vector al schimbărilor adaptative în  Anuarul Universităţii ,,Petre  Andrei”. Tom VIII – ŞtiinţeSocio-Umane, Fundaţia Academică”Petre Andrei”, Iaşi

Doron, R., Parot, F. (2006).Dicţionar de psihologie, București: Editura Humanitas.

Jerome, A.C., Fujiki, M., Brinton, B., James, S.L. ( 2002). Self-esteem in children with specific language impairment, Journal of Speech, Language and Hearing Research, 2002 Aug;45(4):700-14. PMID: 12199400

Ungureanu, D. (1998).Compendiu logopedic şcolar, Timișoara: Editura Eurostampa.

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Wadman, R., Durkin, K., Conti-Ramsden, G. (2008). Self-esteem, shyness, and sociability in adolescents with specific language impairment (SLI), Journal of Speech, Language and Hearing Research, 2008 Aug;51(4):938-52. doi: 10.1044/1092-4388(2008/069). PMID:18658063