Диагностичен модел за оценка на деца в предучилищна възраст с риск за специфични нарушения на четенето : Автореферат /
Dissertation is dedicated to an important problem of modern education. The main objective of the study is to construct and standardized a test battery for early identification of preschool children at risk of belonging to the group of children with specific reading disabilities. The idea is to propo...
| Основен автор: | Игнатова, Диана Милчева 1971- |
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| Други автори: | Герганов, Енчо Недялков 1939- (науч. консултант), Ignatova, Diana Milceva 1971- |
| Формат: | Книга |
| Език: | Bulgarian |
| Публикувано: |
София,
2014.
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| Предмети: | |
| Онлайн достъп: |
Пълен запис |
| Резюме: |
Dissertation is dedicated to an important problem of modern education. The main objective of the study is to construct and standardized a test battery for early identification of preschool children at risk of belonging to the group of children with specific reading disabilities. The idea is to propose a standard for identification, analysis of which will bring out the specifics in the development of the child. Thus conclusions regarding the need for specialized intervention will be effected. The empirical data do not aim to label children, and will not be grounds for delay of school entry. Since the objective was not comparing the performance of different children, and making an individual decision for each child, in the development of the test battery and assessment of the results a criteria approach was implemented. The research was structured in three chapters: Chapter I "Scientific grounds for theoretical research" includes three main paragraphs. The first paragraph, "Theoretical basis of reading process" aims to construct a theoretical grounds of reading process in terms of modern concepts of reading as a complex set of cognitive processes. The basic morpho-functional and linguistic parameters of the reading process and their integration within the neuropsychological theoretical model are discussed. According to this model reading is considered in both linguistic and cognitive plan, and also in relation to the neural structures and mechanisms. This interdisciplinary approach is intended to draw attention to the extreme complexity of the reading process, and hence to the multifunctional character of teaching reading. In relation to the delineation of the specifics of preparing children for literacy the main components of the reading process are discussed. The main characteristic features of beginner and trained reader were followed. The second paragraph under the heading "Specific reading disabilities" puts on discussion specific reading disabilities and explanatory theories about their origin. Data were presented on the frequency of distribution of specific learning and reading disabilities worldwide. The third paragraph, "Diagnostic assessment" addresses the main approaches to the identification of specific reading disabilities. An important part in this paragraph is the systematization of the main determinants in the process of diagnostic assessment of specific reading disabilities. In order to form a set of diagnostic features with prognostic value some important risk factors and diagnostic markers as well as their correlations with the reading process are considered. Chapter 2 "Constructing of experimental research" presents the main components of the research program. The basic aim and the main tasks in the process of research as well as the steps in constructing of the test battery are presented. The participants and the survey procedure are described. A detailed descriptions of the content of the subtests are presented. Each subtest is designed to assess several areas: receptive language (phonology, morphology, syntax, vocabulary skills - receptive vocabulary), expressive language (phonology, morphology, syntax, vocabulary skills, expressive vocabulary), verbal memory, phonological awareness, reading readiness, finger gnosis test. Some of the tasks in the subtests are designed for the purpose of study, while others are a modification of test tasks from similar tools and test methodologies. Integration within the test battery is based on the analysis of scientific data in the literature review. Chapter 3 presents a psychometric analysis of the survey results. The quality characteristics of the tasks in the test battery and data reliability and validity of the methodology are analyzed. Predictive validity of the instrument is under discussion. Prognostic features of the test battery were evaluated using the expert assessment of teachers and speech and languge therapist. As the objective of the test methodology is to identify a group of children at risk, data on sensitivity, specificity, positive and negative predictive values, and ROC-analysis of the subtests are presented. Procedures for calculation and transformation of raw scores are described. Profile form has been developed which allows to reflect raw scores for each subtest. The profile presents subtests, in order of increasing thresholds that have belonging to the risk group. The main task of this research project was test results to be used as a basis for providing of specialized intensive educational intervention before receipt of the child in the first grade. Thus the test battery will acquire the importance of preventive measures to overcome specific reading disabilities. Furthermore, standardized diagnostic tool can be applied in the process of current assessment. Thus the effectiveness of specialized educational impact will be assessed periodically. The proposed three-stage model for diagnostic evaluation and monitoring of preschool children at risk for specific reading disabilities is a contribution of this work. The present study confirms the need to develop a national strategy for prevention and assessment of the risk for specific learning disabilities among the population of children (5-7 years old) in the kindergarten. |
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| Описание на библ. документ: |
Кор. опис. |
| Физически характеристики: |
39 л. : с ил., табл., диагр. ; 30 см. |