Preachiziții în învățarea scris-cititului la copiii cu tulburări de invățare

Preachiziții în învățarea scris-cititului la copiii cu tulburări de invățare

Basic concepts related with reading and writing development in children with learning disabilities

Ioana MATEI
Abstract

The first step in combating speech and language disorders, is checking if specific language development steps from infancy and toddlerhood have been done. Students from families with financial difficulties, that lack early childhood cognitive development, tend to be less skilled in reading or writing.
To avoid school dropout, we focused on identifying these issues when a child starts school and apply a ten week program.
This program has two components, one for teachers and the other for students. The main goal is to identify if certain early development milestones have been met, memory and atention development and phonology conscience. The program has proved it’s eficacity even during the corona virus pandemic

Keywords: learning disabilities, early intervention, reading and writing

Published on line: 31/03/2021

References:
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Causality relationship

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

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