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Dyslexia versus visual difficulties in reading and writing. A comment in discussion

100%
Boksa E., Cuprych R.
Szkoła Specjalna
|
2019
|
vol. LXXX(4)
256-267
EN
Due to the fact that it is frequently difficult to identify their etiological origins, reading and writing difficulties have inconsistent terminology in the literature. This article is a review and attempts to initiate a discussion about visual dyslexia. The authors pose the question whether - in the context of new neuroimaging methods and the neurosciences broadly defined - there exist reading and writing difficulties that stem from impaired functioning of the visual system and whether they can be assigned to developmental dyslexia. If it is assumed that developmental dyslexia is linguistic in nature, these are phonological deficits that come to the fore in children entering the world of reading. These phonological processing deficits impair word decoding (word identification), making word recognition impossible, thus preventing access to higher-order linguistic processes, that is comprehending meaning from texts or building one’s own narratives.
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Dysleksja na lekcji języka polskiego jako obcego

72%
Bielecka U., Centrum Języka Polskiego i Kultury Polskiej dla Cudzoziemców „Polonicum” W. F. P., ula.bielecka85@gmail.com
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2014
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vol. 21
PL
W artykule pokazano, w jaki sposób dysleksja rozwojowa wpływa na efektywność przyswajania języka polskiego jako obcego i jak może oddziaływać na postawę psychiczną uczącego się. Tekst jest próbą odpowiedzi na pytanie o rolę nauczyciela w procesie dydaktycznym, w którym uczestniczą dyslektyczni studenci. Zawiera także propozycje ćwiczeń ułatwiających akwizycję języka.
EN
The article presents the influence of dyslexia on the process of the Polish language acquisition as well as a student’s psychical attitude during the process of learning. The author offers some helpful exercises and also attempts to answer to the question about the teacher’s input in supporting students and helping them to succeed despite helping their specific disorders.
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