Etichetă: phonological awareness

Alfabetul dactil și influența dactilării asupra abilităților de citire a copiilor cu dizabilități auditive

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Alfabetul dactil și influența dactilării asupra abilităților de citire a copiilor cu dizabilități auditive

Finger spelling and its influence upon reading skills in the context of hearing disability

Ioana TUFAR
Abstract

This paper assess fingerspelling as a part of Sign Language communication of Deaf persons and the alternative to be a way of increasing reading skills of Deaf children. A short history review is provided together with theories and models that are addressing fingerspelling. It will be underlined that fingerspelling positively correlates with strong reading skills. Strategies and an intervention program for developing fingerspelling skills will be recomended in the last part of this paper.



Keywords: fingerspelling, reading skills, phonological awareness, hearing impairment
pdf
DOI: 10.26744/rrttlc.2018.4.1.03

Published on line: 15/03/2018

References:

Anca, A. (2006) Psihologia deficienţilor de auz. Cluj Napoca: Presa Universitară Clujeană.

Baker, S.(2010). The importance of Fingerspelling for Reading. VL2 Gallaudet University.

Bodea-Hațegan, C. (2013). Procesarea fonologică-delimitări teoretice şi aplicaţii practice, Cartea Albă a Psihopedagogiei Speciale, Departamentul de Psihopedagogie Speciala, disponibil online la: (consultat în 15.02.2017)

Bodea-Haţegan, C. (2015). Dizabilitatea auditivă în Adrian Roşan (coord.) Psihopedagogia Specială-Modele de evaluare şi intervenţie. Iaşi: Polirom.

Chard, D. J.; Dickson, S. V. (1999). Phonological Awareness: Instructional Assessment Guidelines, in Intervention in School and Clinic Volume 34, Number 5 pp. 261-270 PRO-Ed, Inc, disponibil online la: http://www.ldonline.org/article/6254/.  (consultat în 15.02.2017)

Enerstvedt, R.Th. (1996) Legacy of the Past (Those who are gone but have not left) Some aspects in the history of blind education, deaf education, deaf-blind education with emphasis on the time before 1900. Dronninglund: Forlaget Nord-Press.

Fărcaș, I. (2012). Aspecte psiholingvistice ale comunicării prin limbajul semnelor gestuale în cazul persoanelor cu surdocecitate.Teză de doctorat. Universitatea Babeș-Bolyai, Cluj Napoca.

Haptonstall-Nykaza, T. & Schick, B. (2007). The transition from fingerspelling to English print: Facilitating English decoding. Journal of Deaf Studies and Deaf Education. 12, 172 – 183.  Master’s thesis.

Lane, H.; Hoffmeister, R.; Bahan, B. (1996). A Journey into the Deaf World. San Diego: DawnSignPress.

Lopatiuc, R. (2016). Ghid methodologic de învăţare a limbajului mimico-gestual în Republica Moldova. Chişinău: Garamont.

MacGlaughlin, H. (2016). “To Fingerspell or not to Fingerspell?” în Proceedings Of EHDI Conference.

Padden CA (2006) Learning to fingerspell twice: young signing children’s acquisition of fingerspelling In: Schick B, Marschark M, Spencer P, editors. Advances in the sign language development of deaf children. New York NY: Oxford University Press; pp. 189–201.

Padden, C., & Ramsey, C. (2000). American Sign Language and reading ability in deaf children. In C. Chamberlain, J. P. Morford & R. I. Mayberry(Eds.), Language acquisition by eye (pp. 165-189). Mahwah, NJ: Lawrence Erlbaum.

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Schick, B. (2017). Fingerspelling and Phonological Awareness: An Intervention to Improve Phonological Awareness in Fingerspelling as an Alternative Pathway to Literacy . Victoria Deaf Education Institute. University of Colorado Boulder.

Schick, B., Bridenbaugh, B. and Boll, R. (2017). Phonological Awareness in Fingerspelling. National Deaf Education Conference, Indianapolis, IN.

Stock Wager, D. (2012). Fingerspelling in American Sign Language – A Case study of Styles and Reduction, Master thesis. The University of Utah.

Stone, A.; Kartheiser,G.; Hauser,P.;  Petitto,L-A.; Allen T. (2015). Fingerspelling as a Novel Gateway into Reading Fluency in Deaf Bilinguals disponibil online la https://doi.org/10.1371/journal.pone.0139610 (consultat în 15.02.2017)

Tapio, E. (2012). Fingerspelling English Words in Finish Sign Language Context – A Multimodal view, disponibil online la: https://jyx.jyu.fi/dspace/bitstream/handle/123456789/41001/URN%3ANBN%3Afi%3Ajyu-201302281279.pdf?sequence=1 (consultat în 15.02.2017)

Wilkox, S. (1992). The Phonethics of Fingerspelling.Philadelphia: John Benjamins Publishing.

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

Utilizarea unei aplicații computerizate pentru evaluarea și antrenarea procesărilor fonologice

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Utilizarea unei aplicații computerizate pentru evaluarea și antrenarea procesărilor fonologice

Using a computerized application to evaluate and increase phonological processes

Larisa-Ioana CRISTEA
Abstract

The phonological processing with its two components: phonological awareness and phonemic awareness is focusing on differentiating the sounds that form the words. This side of the language has an important role in learning reading-writing which makes efficient intervention in training it absolutely necessary. This article focuses on the training process of phonological processing with the help of a mobile application as well as classic therapy.

Keywords: phonological processing, phonological awareness, information and communication technologies, phonemic awareness, mobile technologies
pdf

DOI: 10.26744/rrttlc.2017.3.2.08

Published on line: 31/10/2017

References:

Anca, M., Hațegan, C. (2008). Terapia limbajului։ o abordare interdisciplinară, Cluj-Napoca: Presa Universitară Clujeană.

Adăscăliței, A. (2007). Instruire asistată de calculator, Iași: Editura Polirom.

Bodea-Hațegan, C. (2013 a. ). Tulburări de voce și vorbire, Cluj-Napoca: Presa Universitară Clujeană.

Bodea-Hațegan, C. (2013 b.). Procesarea fonologică-delimitări teoretice şi aplicaţii practice, Cartea Albă a Psihopedagogiei Speciale, Departamentul de Psihopedagogie Speciala (Ediţie CD-ROM şi volum on-line).

Bodea Hațegan, C., Talaș, D. (2015). ”Pași prin Lumea Sunetelor!-PPLS”,

https://play.google.com/store/apps/details?id=ppls.pps.com.ppls&hl=en.

Bodea-Hațegan, C. (2016). Logopedia. Terapia tulburărilor de limbaj։ structuri deschise, București, Editura Trei.

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

Burlea, G. (2011). Dicționar explicativ de logopedie, Iași: Editura Polirom.

Moldovan, I. (2006). Corectarea tulburărilor limbajului oral, Cluj-Napoca: Presa Universitară Clujeană.

Noveanu, E., Istrate, O. (2005). Proiectarea pedagogică a lecțiilor MM. Modulul II. Problematica obiectivelor, București: Preprint.

Popescu-Neveanu, P. (1978). Dicționar de psihologie, București: Editura Albathros.

Vrășmaș, E., Stănică, C. (1997). Terapia tulburărilor de limbaj. Intervenții logopedice, București: Editura Didactică și Pedagogică.

Causality relationship

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Relaţia de cauzalitate reciprocă între conştiinţa fonologică, procesarea fonologică şi învăţarea citirii şi scrierii

The causal relationship between phonological consciousness, phonological processing and reading and writing learning

Oana PREDA, Vasile Radu PREDA
Abstract

The present study (The reciprocal causality relation marking phonological awareness, phonological processing and the acquisition of reading and writing skills) offers an analysis of the psychological and pedagogical premises in acquiring reading and writing skills on the basis of the results of research studies pertaining to the following: the role of phonological awareness and that of phonological processing in acquiring lexical competence; the hypothesis that there is a reciprocal causality relation between phonological awareness and learning writing skills; dysfunctions in the treatment of linguistic data; the impact that lexical age might have on dyslexic versus regular readers; effective pedagogical actions for learning reading skills. To illustrate the role played by phonological awareness and by phonological processing in fostering the pre-acquisition of the linguistic skills necessary for reading and writing, the case study of a pre-school child and the results of the NEPSY investigation are presented.

Keywords: phonological awareness, phonological processing, linguistic competence, lexical competence, dyslexia, reading and writing.
pdf

DOI:10.26744/rrttlc.2017.3.1.11

Published on line: 15/03/2017

References:

Adams, A. M., Gathercole, S.E. (2000). Limitations in working memory: implications for language development. International Journal of Language and Communication Disorders, 35, 1:95 – 116.

Anca, M. Haţegan, C. (2008). Terapia limbajului. O abordare interdiscipliară. Cluj-Napoca: Presa Universitară Clujeană.

Ashby, J., Dix, H., Bontrager, M., Dey, R., Archer, A. (2013). Phonemic Awareness Contributes to Text Reading Fluency: Evidence From Eye Movements. School Psychology Review, 42 (2): 157-170.

Biemiller, A. (2011). Vocabulary development and implications for reading problems. În: A.McGill-Franzen, R.L. Allington. Handbook of reading disability research. New York: Routledge: 208-218.

Bodea-Haţegan, C. (2013). Procesarea fonologică – Delimitări teoretice şi aspecte practice. Cartea Albă a Psihopedaogiei speciale, Departamentul de Psihopedagogie specială, Cluj-Napoca, p. 1-11.

Bodea-Haţegan, C. (2015). Tulburările de limbaj şi comunicare. În: A. Roşan (coord.). Psihpedagogie specială. Modele de evaluare şi intervenţie. Iaşi : Polirom : 212—243.

Casalis, S. (1998). Lecture et dyslexies de l’enfant. Paris, Septentrion : Presses Universitaires.

Chiat, S. (2001). Mapping theories of developmental language impairment: Premises predictions, and evidence. Language and cognitive processes in developmental disorders, 16, 2/3: 113 – 142.

Claesses, M., Heath, S., Fletcher, J., Hogben, J, Leitao, S. (2009). Quality of phonological representations: a window into the lexicon? International Journal of Language and Communication Disorders, 44, 2: 121 – 144.

Demont, E., Botzung, A. (2003). Contribution de la conscience phonologique et de la mémoire de travail aux difficultés en lecture: étude auprès d’enfants dyslexiques et apprentis lecteurs. L’Année Psychologiues, 103, 3 : 377 – 409.

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Hoffman, L., Gilliam, R. (2004). Verbal and spatial information processing constraints in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 1: 114-121.

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Montgomery, J. (2003).Working memory and comprehension in children with specific language impairment: what we know so far. Journal of communication disorders, 36, 3: 221 – 231.

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Pagani et all. (2011). Prédire la réussite scolaire des enfants en quatrième année à partir de leurs habiletés cognitives, comportementales et motrices à la maternelle. Étude longitudinale du développement des enfants du Québec de la naissance à10 ans. Québec: Institut de la statistique du Québec, Vol. 6, fascicule 1.

Ramus, F., Szenkovits, G. (2008). What phonological deficit? The Quarterly Journal of Experimental Psychology, 61, 1: 129 – 141.

Soltani, A., Roslan, S. (2013). Contributions of Phonological Awareness. Phonological Short-Term Memory and Rapid Automated Naming, toward Decoding Ability in Students with Mild Intellectual Disability. Research in Developmental Disabilities: A Multidisciplinary Journal, 34 (3): 1090-1099.

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