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DOI: 10.15507/1991-9468.090.022.201801.151-165
Detection of Risk Factors Causing Impaired Writing and Reading: Technological and Prognostic Aspects
Anna A. Almazova
Head of Chair of Logopedics, Moscow Pedagogical State University (1/1 M. Pirogovskaya St., Moscow 119991, Russia), Ph.D. (Pedagogy), ORCID: http://orcid.org/0000-0002-7042-6037, This email address is being protected from spambots. You need JavaScript enabled to view it.
Galina V. Babina
Professor of Chair of Logopedics, Moscow Pedagogical State University (1/1 M. Pirogovskaya St., Moscow 119991, Russia), Ph.D. (Pedagogy), ORCID: http://orcid.org/0000-0003-4942-4480, This email address is being protected from spambots. You need JavaScript enabled to view it.
Marina M. Lyubimova
Associate Professor of Chair of Logopedics, Moscow Pedagogical State University (1/1 M. Pirogovskaya St., Moscow 119991, Russia), Ph.D. (Pedagogy), ORCID: https://orcid.org/0000-0001-9212-8500, This email address is being protected from spambots. You need JavaScript enabled to view it.
Tatyana A. Soloveva
Director of Institute of Childhood, Head of Chair of Inclusive Education and Surdopedagogics, Moscow Pedagogical State University (1/1 M. Pirogovskaya St., Moscow 119991, Russia), Ph.D. (Pedagogy), ORCID: https://orcid.org/0000-0001-8786-700X, This email address is being protected from spambots. You need JavaScript enabled to view it.
Natalia V. Ryabova
Head of Chair of Special Education and Medical Fundamentals of Defectology, Mordovian State Pedagogical Institute named after M. E. Evseviev (13 Studencheskaya St., Saransk 430007, Russia), Dr.Sci. (Pedagogy), ORCID: https://orcid.org/0000-0002-0697-483X, Scopus ID: 56610007200, This email address is being protected from spambots. You need JavaScript enabled to view it.
Elena D. Babina
Assistant professor of Chair of Russian Language and Methods of Teaching, Moscow Pedagogical State University (1/1 M. Pirogovskaya St., Moscow 119991, Russia), ORCID: http://orcid.org/0000-0002-4761-8831, This email address is being protected from spambots. You need JavaScript enabled to view it.
Introduction: the relevance of the study on the diagnostics of children’s preparedness for writing and reading is determined by the fact that its results contribute to identifying risk factors for the development of difficulties in literacy education. The aim of the work is to describe the results of the study of prerequisites of children’s mastering of writing and reading skills and to identifydeficiency factors.
Materials and Methods: theoretical (interpretative) and empirical (author’s technological map) methods were used in the study. During the analytical stage of the work, a statistical processing method was used with the help of IBM SPSS Statistics Version 24 software.
Results: the analysis of the materials of the experiment made it possible to establish and characterise the risk factors that cause impairment of writing and reading, reflecting the insufficient formation of oral speech, linguistic and metalanguage ability, non-verbal prerequisites for writing and reading; to allocate a group of children with sufficient (actual meaningful) level of preparedness for literacy education and children at risk. Depending on the degree and magnitude of the manifestation of risk factors, the participants in the experiment (the risk group) were divided into subgroups: children with potentially significant and children with deficient levels of preparedness for literacy education. The study reflected the effectiveness of the author’s technological map, confirmed its high diagnostic and prognostic capabilities.
Discussion and Conclusions: the analysed results of the research are inherently consistent with the data reflected in the works of Russian and foreign scientists. The results of this study supplement the available information and contribute to filling the gap in the study of the prerequisites for learning to write and read. The identified risk factors for the development of literacy difficulties can be used in the diagnostic and prognostic activity of teachers. Discussion of the proposed concept and obtained experimental data in the scientific and pedagogical audience reveals the real possibilities of introducing a technological map, the results of its application to the system of activity of primary school teachers and pre-school caregivers, including those involved in the implementation of inclusive education models.
Keywords: speech disorders, writing and reading disorders, identifying risk factors, preparing for literacy education, propaedeutic of disorders, predicting studying difficulties
Acknowledgements: the study was carried out with the support of the Ministry of Education and Science of the Russian Federation in the framework of the project “Development of methods of propaedeutics of difficulties in teaching children with speech impairment in inclusive education and its organisation, including approbation” (project no. 27.4379.2017/5.1).
For citation: Almazova A.A., Babina G.V., Lyubimova M.M., Soloveva T.A., Ryabova N.V., Babina E.D. Detection of Risk Factors Causing Impaired Writing and Reading: Technological and Prognostic Aspects. Integratsiya obrazovaniya = Integration of Education. 2018; 22(1):151-165. DOI: 10.15507/1991-9468.090.022.201801.151-165
Contribution of the authors: Almazova A.A. – analysis and preparation of initial findings; editing the final text. Babina G.V. – development of the technological map; editing the final text. Lyubimova M.M. – development of a technological map; data collection and processing of empirical materials. Soloveva T.A. – statement of the research problem; formulation of conclusions. Ryabova N.V. – scientific management; conducting critical analysis of materials. Babina E.D. – search for analytical materials in domestic and foreign sources.
All authors have read and approved the final manuscript.
Submitted 03.10.2017; revised 16.11.2017; published online 30.03.2018.
This work is licensed under a Creative Commons Attribution 4.0 License.
