SHS Web Conf.
Volume 70, 2019Trends in the Development of Psycho-Pedagogical Education in the Conditions of Transitional Society (ICTDPP-2019)
|Number of page(s)||6|
|Section||Strategic directions in the development of education and social and labor rehabilitation of people with special educational needs|
|Published online||22 November 2019|
The analysis of conceptual reading violations in pupils with special learning disabilities in terms of cognitive-activity approach
The Herzen State Pedagogical University of Russia, Speech Therapy Department, 191186 Moika Emb. 48, St. Petersburg, Russian Federation
2 Moscow City University, Speech Therapy Department, 129226 2-oi Sel’skohozjajstvennyj proezd 4, k. 1, Moscow, Russian Federation
3 The Herzen State Pedagogical University of Russia, Speech Therapy Department, 191186 Moika Emb. 48, St. Petersburg, Russian Federation
* Corresponding author: email@example.com
The article is devoted to the analysis of violations of various types of conceptual reading (scanning, reading for gist, reading for detail comprehension) in pupils with the delay of mental development (DMD). The analysis is based on the cognitive-activity approach, which allows us to consider the mechanism of understanding the text message not only as a language process, but also as a speech-thinking process, which has its own goals, means and technology. The article describes the results of the research that characterizes the manifestations and cognitive mechanisms of conceptual reading violations in pupils with specified type of dysontogenesis. There are analyzed the variable nature of the difficulties of using different strategies for processing text information in children with the delay of mental development in accordance with the communicative and cognitive task. There is characterized the connection between the violations of different types of conceptual reading in pupils with DMD and the features of the processes of goal formation, cognitive instruction.
© The Authors, published by EDP Sciences, 2019
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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