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Rýchle automatické menovanie ako prekurzor čitateľských schopností a diagnostický marker dyslexie

100%
Zubáková M., Kevická V., Cséfalvay Z.
Československá psychologie (Czechoslovak Psychology)
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2023
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vol. 67
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issue 6
423-439
EN
The aim of this review study is to present rapid automatized naming (RAN) as a linguistic-cognitive precursor of reading skills and a diagnostic marker of dyslexia. The paper focuses on the terminological definition of RAN, its historical development, and clarification of the neuro-correlates behind reading and RAN in normal and pathological conditions. Special attention is paid to eye movements during RAN in individuals with dyslexia. RAN’s position in the double deficit hypothesis (Wolf & Bowers, 1999) is explained and based on domestic and foreign research, its relationship to other precursors of literacy skills, as well as to reading fluency itself is clarified. Furthermore, its place in the assessment of the child’s readiness for school is defined, as well as in the diagnostic process in the assessment of reading skills when a developmental learning disorder (dyslexia) is suspected. In the end, the possibilities for effective stimulation of RAN and its diagnostic and therapeutic use in clinical practice are discussed.
2

Relationship Between Rapid Naming Speed and Reading Speed as a Marker of Reading Difficulties of Estonian Children from 6 to 8 Years

75%
Lukanenok K.
Journal of Teacher Education for Sustainability
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2011
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vol. 13
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issue 1
113-128
EN
Reading is one of the fundamental skills for successful performance in modern society. Reading acquisition is one of the most important tasks in primary level of education. The early identification of reading difficulties (RD) enables educators to apply the treatment as early as possible. Rapid naming (RN) is one of the reliable methods used to identify RD and risk for RD. The relationship between RN skills, especially RN speed and reading decoding speed, is investigated as a good tool for predicting reading at decoding level and welldocumented in languages using non-transparent orthography. Few researches are carried out on RN skills in transparent orthographies. The current research is the first attempt to investigate RN skills of children speaking Estonian, highly transparent Finno-Ugric language. The aim of this study is to examine longitudinally RN speed and decoding skills of children at the age 6, 7 and 8 years to detect the relationship between RN speed in prereading age and reading age after starting formal reading instruction.
3
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Trudności w pisaniu i czytaniu dzieci z zaburzeniami rozwoju koordynacji – studium porównawcze

75%
Przybyla O., Jęczeń U.
Logopedia
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2020
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vol. 49
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issue 2
155-176
PL
Tematem artykułu są trudności w czytaniu i pisaniu występujące u dzieci z rozwojowymi zaburzeniami koordynacji ruchowej. Podstawę analizy tych problemów stanowią badania przeprowadzone przez jedną z autorek artykułu na ośmioosobowej grupie ośmiolatków z neurologiczną diagnozą rozwojowych zaburzeń koordynacji. Przedstawiono, w jaki sposób charakteryzuje się te zaburzenia w klasyfikacji ICD-10 i ICD-11. Zgromadzony materiał badawczy pozwolił dokonać analizy trudności w czytaniu i pisaniu rozpatrywanych wieloaspektowo. Wskazano główne przyczyny problemów w czytaniu i w pisaniu, a także opisano typowe trudności, z którymi borykają się uczniowie z rozwojowymi zaburzeniami koordynacji ruchowej.
EN
The article discusses reading/writing difficulties in children with developmental motor coordination disorder. The analysis of the problems is based on studies conducted by one of the authors in eight-person group of eight years old children of developmental coordination disorder. It presents the manner in which these disorders are characterized in the ICD-10 and ICD-11. The collected research material allowed the analysis of difficulties and the problems and errors made in reading and writing – was the multifaceted assessment of reading/writing difficulties. It indicates the main causes of problems in reading and writing, and also describes the particular course of attaining this ability and typical difficulties encountered by pupils with developmental motor coordination disorder.
4
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Wady wymowy oraz trudności w mówieniu, czytaniu i pisaniu u chłopca z zaburzeniami przetwarzania sensorycznego

63%
PRZYBYLA O.
Logopedia
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2022
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vol. 51
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issue 2
EN
The article discusses speech defects and speaking, reading and writing difficulties in one person with the Sensory Processing Disorders. The analysis of the problems is based on studies Sensory Processing Disorders of an eight-year-old boy. The aim of the article was a multifaceted assessment of reading and writing difficulties. The objective of the task evaluated the motor skills of speech organs and assess articulation skills. For this purpose, a questionnaire to test pronunciation was used. The collected empirical data also enabled the attempt to answer the question whether among the problems of the Sensory Processing Disorders persons there is a relationship between articulation difficulties and mistakes appearing in reading and writing.
PL
W artykule omówiono wady wymowy oraz trudności w mówieniu, czytaniu i pisaniu u osoby z zaburzeniami przetwarzania sensorycznego. Analiza problemów opiera się na badaniach dotyczących zaburzeń przetwarzania sensorycznego ośmioletniego chłopca. Celem artykułu była wieloaspektowa ocena trudności w czytaniu i pisaniu. Oceniano sprawność motoryczną narządów mowy oraz umiejętności artykulacyjne. W tym celu wykorzystano kwestionariusz sprawdzający wymowę. Zebrane dane empiryczne umożliwiły także próbę odpowiedzi na pytanie, czy wśród problemów osób z zaburzeniami przetwarzania sensorycznego istnieje związek pomiędzy trudnościami w artykulacji a błędami pojawiającymi się w mówieniu, czytaniu i pisaniu.
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