DEVELOPING READING SKILLS IN CHILDREN WITH LEARNING DIFFICULTIES
DEVELOPING READING SKILLS IN CHILDREN WITH LEARNING DIFFICULTIES

DEVELOPING READING SKILLS IN CHILDREN WITH LEARNING DIFFICULTIES

Summary/Abstract: Language gives the preschooler autonomy and the ability to move easily in the environment. Acquiring from preschool age the ability to communicate with others, to express intelligibly their thoughts, ideas, impressions, the child forms a basis for school work and social life later. In the instructive-educational process, language represents a means of communication, but also a means of knowledge, because through it knowledge is transmitted and the horizon of children with new representations is broadened. Through language, the child transmits his own needs, requirements, elaborates and communicates his own thoughts, manifests his joys and sorrows and organizes his activities. The better he learns to speak, the easier it is for the child to be educated. Using language, the child can think, analyze, compare, classify and draw conclusions about problems that need to be solved. The level of the child's intellectual development has an important role both in establishing the causes of the disorder, and especially in the recovery process. Language disorder worsens over time, with repercussions on behaviour and personality if not corrected. The appearance of language disorders does not automatically imply the existence of intellectual or sensory disorders. All of these disorders can be removed through a specific recovery program. The duration of the recovery process depends on the level of the child's intellectual development, his personality, his age, the parents' collaboration with the speech therapist, the existence of other disorders, the degree of involvement of the child in the therapy.

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