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1

A blind student with dyslexia - An overview of the problem

100%

Gindrich P. A.

Szkoła Specjalna

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2019

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vol. LXXX(3)

165-174

EN

The basic purpose of this paper is to present selected theoretical and empirical facts concerning dyslexia, taking into account specific reading and spelling disorders experienced by the sighted and the blind who normally use a tactile writing system (braille) to read and write. The article’s content is focused on such key issues as: the terminology (a review of definitions), the symptomatology and etiology of dyslexia. In the light of the collected qualitative data and empirical research findings, dyslexia is likely to occur in blind braille-reading and braille-writing students. The symptoms of dyslexia may be observable in both contracted and uncontracted braille. They may be linked to the phonological processing deficits. The causes of dyslexia in the blind population can be explained in line with the genetic conception and the magnocellular theory by Stein and colleagues. However, it is necessary to design more complex studies on braille dyslexia in the future.

2

Niewidzenie a kompetencje pragmatyczne w komunikacji

100%

Czerwińska K., Piskorska A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2018

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issue 21

189-210

EN

The paper argues that gaps in knowledge attested in congenitally blind individuals may negatively affect their performance in foreign language tasks testing reading comprehension. Characteristics of a blind learner at various stages of cognitive and educational development are presented, with focus on gaps in knowledge resulting from sight impairment. The concept of pragmatic competence is first explained generally in reference to communication and then it is applied to a case of a comprehension task taken from an EFL exam (Polish “matura”, basic level). An analysis of the text indicates that despite being relatively simple in linguistic terms, comprehension tasks may pose a significant processing challenge to blind students due to a large amount of implicitly communicated information dependent on visual experience.

3

Niewidzenie a kompetencje pragmatyczne w komunikacji

100%

Czerwińska K., Piskorska A.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

|

2018

|

issue 21

PL

The paper argues that gaps in knowledge attested in congenitally blind individuals may negatively affect their performance in foreign language tasks testing reading comprehension. Characteristics of a blind learner at various stages of cognitive and educational development are presented, with focus on gaps in knowledge resulting from sight impairment. The concept of pragmatic competence is first explained generally in reference to communication and then it is applied to a case of a comprehension task taken from an EFL exam (Polish “matura”, basic level). An analysis of the text indicates that despite being relatively simple in linguistic terms, comprehension tasks may pose a significant processing challenge to blind students due to a large amount of implicitly communicated information dependent on visual experience.

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2 Interdyscyplinarne Konteksty Pedagogiki Specjalnej

1 Szkoła Specjalna

2 Czerwińska K.

2 Piskorska A.

1 Gindrich P. A.

1 2019

2 2018

A blind student with dyslexia - An overview of the problem

Niewidzenie a kompetencje pragmatyczne w komunikacji

Niewidzenie a kompetencje pragmatyczne w komunikacji