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 1722
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
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Date of the publication 28.02.2022