The analysis of conceptual reading violations in pupils with special learning disabilities in terms of cognitive-activity approach

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 m...

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Main Authors:	Lopatina Ludmila, Baryaeva Ludmila, Ivleva Mariya
Format:	Article
Language:	English
Published:	EDP Sciences 2019-01-01
Series:	SHS Web of Conferences
Online Access:	https://www.shs-conferences.org/articles/shsconf/pdf/2019/11/shsconf_ictdpp2018_10016.pdf

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spelling	doaj-e0d29063ba81452a87428ab133adb16b2021-02-02T06:02:39ZengEDP SciencesSHS Web of Conferences2261-24242019-01-01701001610.1051/shsconf/20197010016shsconf_ictdpp2018_10016The analysis of conceptual reading violations in pupils with special learning disabilities in terms of cognitive-activity approachLopatina Ludmila0Baryaeva Ludmila1Ivleva Mariya2The Herzen State Pedagogical University of Russia, Speech Therapy DepartmentMoscow City University, Speech Therapy DepartmentThe Herzen State Pedagogical University of Russia, Speech Therapy DepartmentThe 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.https://www.shs-conferences.org/articles/shsconf/pdf/2019/11/shsconf_ictdpp2018_10016.pdf
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Lopatina Ludmila Baryaeva Ludmila Ivleva Mariya
spellingShingle	Lopatina Ludmila Baryaeva Ludmila Ivleva Mariya The analysis of conceptual reading violations in pupils with special learning disabilities in terms of cognitive-activity approach SHS Web of Conferences
author_facet	Lopatina Ludmila Baryaeva Ludmila Ivleva Mariya
author_sort	Lopatina Ludmila
title	The analysis of conceptual reading violations in pupils with special learning disabilities in terms of cognitive-activity approach
title_short	The analysis of conceptual reading violations in pupils with special learning disabilities in terms of cognitive-activity approach
title_full	The analysis of conceptual reading violations in pupils with special learning disabilities in terms of cognitive-activity approach
title_fullStr	The analysis of conceptual reading violations in pupils with special learning disabilities in terms of cognitive-activity approach
title_full_unstemmed	The analysis of conceptual reading violations in pupils with special learning disabilities in terms of cognitive-activity approach
title_sort	analysis of conceptual reading violations in pupils with special learning disabilities in terms of cognitive-activity approach
publisher	EDP Sciences
series	SHS Web of Conferences
issn	2261-2424
publishDate	2019-01-01
description	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.
url	https://www.shs-conferences.org/articles/shsconf/pdf/2019/11/shsconf_ictdpp2018_10016.pdf
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The analysis of conceptual reading violations in pupils with special learning disabilities in terms of cognitive-activity approach

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