PREPARING CHILDREN WITH DYSPHASIA FOR READING AND WRITING

Czech version

Authors: PhDr. Schöffelová Nováková Miroslava, Ph.D. ¹
Authors‘ workplace: Fakulta humanitních studií Univerzity Karlovy, U Kříže 8, 150 00 Praha 5 ¹
Published in: Listy klinické logopedie 2019; 3(1): 18-24
Category: Main topic

Overview

Developmental dysphasia is one of the most common diagnoses encountered by clinical speech therapists. It is a diagnosis that brings with it a number of potential problems that the speech therapist has to solve. Dysphasia is not only about poor speech intelligibility, but also affects many other areas - vocabulary, morphology and syntax or language comprehension. One area that is less pronounced in relation to developmental dysphasia is the transmission of problems to written language - the high risk of reading and writing difficulties, which is much higher for children with developmental dysphasia than for intact children.

The aim of this article is to highlight the relationship between developmental dysphasia and initial literacy in the context of domestic and foreign literature. We will try to summarize currently available knowledge on the effectiveness of intervention in skills that are responsible for initial literacy, and also encourage professionals from different areas to think about other possibilities of helping children with developmental dysphasia to prevent their failure in school skills. At the end of the article, a new edition of the stimulation program “Training of Language Skills by D. B. Elkonin” and its practical application in the Czech Republic at the present time will be presented.

Keywords:

dysphasia – specific language impairment – phoneme awareness – intervention – Literacy – reading – initial reading – language skills training – Elkonin

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