Psycho-Logopedic Perspectives on Writing Reading Premises of Preschoolers, Valentina OL─éRESCU, Olesea HACEATREAN

Abstract

Scientific studies confirm that psychological preparation for school depends on the level of language development, as well as on the psycho-pedagogical intervention programs applied during the preparation for school. The activities of learning to read and write are some of the most complex, because they involve a multitude of imported cognitive processes: language, attention, memory, visual processing of graphic symbols, as well as phonological processing. Two categories of preschool children aged 6-7, with typical development (TD) and phonological disorder (PD), were investigated. The experimental results obtained by the children in the active test Burlea are described and interpreted and the difference between them is estimated. In order to remedy the dyslexodysgraphic predispositions, psycho-speech therapy sessions were held, designed based on an integrative program composed of exercises, games and techniques with a specific purpose. The efficiency of the activities for recovering the dyslexodysgraphic predispositions was verified by retesting the preschool children with phonological disorder, involved in the intervention. Statistical processing confirmed the validity of the specialized intervention carried out.

Keywords: Dyslexodysgraphic predispositions; integrative psycho-speech therapy program; premises for reading and writing; speech therapy activity; typical development