Science for Education Today, 2022, vol. 12, no. 1, pp. 150–163
© Karapetyan S. G., Kirakosyan A. A., 2022
UDC: 
81+376

The problem of semantic dyslexia in schoolchildren with general speech impairment

Karapetyan S. G. 1 (Yerevan, Republic of Armenia), Kirakosyan A. A. 1 (Yerevan, Republic of Armenia)
1 Khachatur Abovyan Armenian National Pedagogical University
Full text (Open Access) — Downloaded 1168
Abstract: 

Introduction. The article addresses the problem of reading disorders among pupils with general speech impairment. The purpose of the research is to study the prerequisites for impairments in the reading process in primary schoolchildren with general speech impairment and determine the main directions of speech therapy to overcome semantic dyslexia.
Materials and Methods. This study is based on Armenian and international scholarly literature on the role of reading comprehension in schoolchildren with general speech impairment, their development and socialization.
Results. The study reveals the characteristic features of semantic dyslexia in children with general speech impairment (the 3rd level). Reading comprehension by children with general speech impairment is characterized by a range of disorders, which are mainly manifested in inaccurate knowledge and use words and expressions, in misunderstanding of the semantic and grammatical relations between words, in the problems of identifying the object and the subject in the sentence and the relations between them, in violation of semantic programming and language rules within the text, etc.
Conclusions. The article clarifies the mechanism of reading disorders in children with general speech impairment (the 3rd level) and proposes ways and methods of correcting semantic dyslexia.

Keywords: 

General speech impairment (the 3rd level); Semantic dyslexia; Prerequisites for reading acquisition; The semantic component of reading; Vocabulary of the text; Conceptual contents of the text; Vocabulary; Grammatical skills; Phonetic and phonemic processes; Verbal memory; Narrative test; Descriptive text; Agrammatic aphasia.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:48057199

For citation:
Karapetyan S. G., Kirakosyan A. A. The problem of semantic dyslexia in schoolchildren with general speech impairment. Science for Education Today, 2022, vol. 12, no. 1, pp. 150–163. DOI: http://dx.doi.org/10.15293/2658-6762.2201.07
References: 
  1. Paju B., Räty L., Pirttimaa R., Kontu E. The school staff’s perception of their ability to teach special educational needs pupils in inclusive settings in Finland. International Journal of Inclusive Education, 2016, vol. 20 (8), pp. 801–815. DOI: https://doi.org/10.1080/13603116.2015.1074731
  2. Xiao X.-Y., Suk-Han C. Ho Weaknesses in Semantic, Syntactic and Oral Language Expression Contribute to Reading Difficulties in Chinese Dyslexic Children. Dyslexia, 2014, vol. 20 (1), pp. 74–98. DOI: https://doi.org/10.1002/dys.1460
  3. Hennessey N. W., Deadman A., Williams C. Semantic effects on word naming in children with developmental dyslexia. Journal of Research in Reading, 2012, vol. 35 (3), pp. 267–286. DOI: https://doi.org/10.1111/j.1467-9817.2010.01458.x
  4. van Rijthoven R., Kleemans T., Segers E., Verhoeven L. Beyond the phonological deficit: Semantics contributes indirectly to decoding efficiency in children with dyslexia. Dyslexia, 2018, vol. 24 (4), pp. 309–321. DOI: https://doi.org/10.1002/dys.1597
  5. Mengisidou M., Marshall Ch. R., Stavrakaki S. Semantic fluency difficulties in developmental dyslexia and developmental language disorder (DLD): poor semantic structure of the lexicon or slower retrieval processes? International Journal of Language & Communication Disorders, 2019, vol. 55 (2), pp. 200–215. DOI: https://doi.org/10.1111/1460-6984.12512
  6. Reiter A., Tucha O., Lange K. W. Executive functions in children with dyslexia. Dyslexia, 2005, vol.  11 (2), pp. 116–131. DOI: https://doi.org/10.1002/dys.289
  7. Zhao J., Yang Y., Song Y.-W., Bi H.-Y. Verbal Short-Term Memory Deficits in Chinese Children with Dyslexia may not be a Problem with the Activation of Phonological Representations. Dyslexia, 2015, vol. 21 (4), pp. 304–322. DOI: https://doi.org/10.1002/dys.1516
  8. Herman R., Kyle F. E., Roy P. Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia. Reading Research Quarterly, 2019, vol. 54 (4), pp. 553–575. DOI: https://doi.org/10.1002/rrq.2448
  9. Allan J. Rethinking inclusive education: The philosophers of difference in practice. Inclusive Education: Cross Cultural Perspectives, 2008, vol. 5. DOI: http://dx.doi.org/10.1007/978-1-4020-6093-9
  10. Dunst C. J., Trivette C. M., Hamby D. W. Meta‐analysis of family‐centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 2007, vol. 13 (4), pp. 370–378. DOI: https://doi.org/10.1002/mrdd.20176
  11. Hunt P., Soto G., Maier J., Doering K. Collaborative teaming to support students at risk and students with severe disabilities in general education classroom. Exceptional Children, 2003, vol. 69, pp.  315–332. DOI: https://doi.org/10.1177/001440290306900304
  12. Soodak L. C., Erwin E. J. Valued member or tolerated participant: Parents’ experiences in inclusive early childhood settings. Journal of the Association for Persons with Severe Handicaps, 2000, vol.  25, pp. 29–41. DOI: https://doi.org/10.2511/rpsd.25.1.29
  13. Udvari-Solner A., Causton-Theoharis J., York-Barr J. Developing adaptations to promote participation in inclusive environments. In: Orelove F. P., Sobsey D., Silberman R. K., editors. Educating Children with Multiple Disabilities: A Collaborative Approach. 4 2004.  URL: https://eric.ed.gov/?id=ED491780
  14. Ahsan M. T., Deppeler J. M., Sharma U. Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education. Cambridge Journal of Education, 2013, vol. 43 (4), pp. 517–535. DOI: https://doi.org/10.1080/0305764X.2013.834036
  15. Rumyantseva M. V., Khan M. A. Neurological aspects of dyslexia in children. Questions of Balneology, Physiotherapy and Therapeutic Physical Culture, 2018, Vol. 95 (2-2), pp. 114–115. URL: https://elibrary.ru/item.asp?id=35030258
  16. 16. Surushkina S. Yu., Yakovenko E. A., Chutko L. S., Didur M. D. Dyslexia as a multifactorial disorder. Journal of Korsakov Neurology and Psychiatry, 2020, Vol. 120 (7), pp. 142–148. DOI: https://doi.org/10.17116/jnevro2020120071142 URL: https://elibrary.ru/item.asp?id=43788866 
  17. Komarova N. S., Volgina O. A., Kozyreva O. A. Psychological and pedagogical support of children with ONR for successful preparation for mastering written speech. The Newman in Foreign Policy, 2020, Vol. 3, pp. 60–62. URL:  https://elibrary.ru/item.asp?id=43683422
  18. Ermakova V. R., Kalyagina V. G. Experimental study of writing features in children with general speech underdevelopment of level iii in the conditions of a teaching and methodological educational center. Bulletin of the Moscow State Regional University. Series: Pedagogy, 2021, no. 1, pp. 36–43. DOI: https://doi.org/10.18384/2310-7219-2021-1-36-43  URL: https://elibrary.ru/item.asp?id=44791462
  19. Flannery K. A., Liederman J., Daly L., Schultz J. Male prevalence for reading disability is found in a large sample of black and white children free from ascertainment bias. Journal of the International Neuropsychological Society, 2000, vol. 6, pp. 433–442.
  20. Pennington B. F. Diagnosing learning disorders: A neuropsychological framework. NY: Guilford Press, 2009. 355 p.
Date of the publication 28.02.2022