Комплексна методика за идентификация на деца в предучилищна възраст с риск за специфични нарушения на четенето
Complex Methodology for Identifying of Preschool Children at Risk of Specific Reading Disabilities
Author(s): Diana IgnatovaSubject(s): Social Sciences, Language and Literature Studies, Education, Semiotics / Semiology, Theoretical Linguistics, Sociology, Semantics, Preschool education, Vocational Education, Adult Education, History of Education, Educational Psychology, State/Government and Education, Social development, Social differentiation, Family and social welfare, Philology, Inclusive Education / Inclusion
Published by: Национално издателство за образование и наука „Аз-буки“
Keywords: specific reading disabilities; main evaluation markers; positive prognostic value negative prognostic value
Summary/Abstract: Development of reading abilities has a fundamental role in the overall social and cognitive functioning of every person. Growing number of primary school children with specific difficulties in the mastering of reading technique has necessitated the development of a system for prevention and identification of specific reading disabilities at pre-school age.The aim of the present study is to propose a model for identification of children (between 3-5 years old) at risk of belonging to the group of specific reading disabilities. The exposition systematizes the main determinants in the process of evaluating of specific reading disabilities. In order to form a set of diagnostic signs with prognostic value, some risk factors and significant diagnostic markers, as well as their correlations with the reading processes are discussed. Data from standardization of a test battery for the assessment of risk regarding specific reading disabilities in pre-school children is presented.
Journal: Педагогика
- Issue Year: 90/2018
- Issue No: 4
- Page Range: 501-521
- Page Count: 21
- Language: Bulgarian
- Content File-PDF