Τα ελλείματα της φωνολογικής αντίληψης και διάκρισης και η εμφάνιση τους στη γραφή παιδιών με ειδικές μαθησιακές δυσκολίες

Περίληψη

The aim of the study was to register, classify and analyze the phonological conception mistakes and differentiation in writing of pupils of 2nd, 3rd, 4th elementary school classes. Were examined written exercises of 480 pupils of 2nd, 3rd, 4th class, Based upon the analysis of the written exercises 72 pupils were chosen, which made specific writing mistakes. We proposed to each of these pupils three types of written exercises: dictation, copying and composition writing. We used a part of Lalaeva (1992) method "Classification of specific writing mistakes" for the classification and analysis of the phonological conception mistakes. The phonological conception and differentiation mistakes appear to all types of writing. The presence of those mistakes indicates incapacity in the phonological linguistic level. Those mistakes do not diminish from one class to another but maintain a constant and repetitive appearance and for this reason are characteristic in the writing of children with special learning disabilities