Writing as a method of teaching people with phonological dyslexia

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Date

2021-04-01

Authors

Lozenko, Viktoriia
Лозенко, Виктория Васильевна
Лозенко, Вікторія Василівна

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Abstract

Phonological dyslexia is known to be difficulty to distinguish syllables due to trauma of the brain or abnormal condition connected with disorder of mental process. Researchers (M. Bruck, F. R. Vellutino and D. M. Scanlon) have outlined the problem of dyslexia. M. Bruck focuses that dyslexics show “slow word-recognition skills” in spite of the availability of reading comprehension . It is connected with poor knowledge of similar and specific features of syllables. There is a large number of means for correcting phonological dyslexia. One of them is writing. People through writing retain memory, try to distinguish similar and different syllables in words. It is worth focusing on the fact that it is hard for such people to make the difference between words as regards to rearrangement of syllables. For instance, people with phonological dyslexia can confuse such words as “to prescribe” \ “to describe”, “specific” \ “pacific”, “willow” \ “pillow”, “brown” \ “crown”, “aside” \ “inside”, “rose” \ “nose”, “liver” \ “river”, “however” \ “forever”, “cry” \ “dry” \ “sky” etc. The main task for a teacher, provided by cooperative work with a specialist doctor, is to explain to a student the importance of writing and pronunciation of syllables in words.

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Keywords

phonological dyslexia, disorder of mental process, problem of dyslexia, rearrangement of syllables, word-recognition, correlation the colour and the syllable

Citation

Lozenko V. V. Writing as a method of teaching people with phonological dyslexia / V. V. Lozenko // Сучасний рух науки : матеріали науково-практичної конференції, Дніпро, 1‒2 квітня 2021 р. – Дніпро, 2021. – С. 41‒42.

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