Literacy is part of the educational program, even when it comes to the education of children with moderate and severe intellectual disabilities. However, because of the many deficits in cognitive, perceptual, motor, verbal-linguistic, emotional and social literacy process is carried out differently than in developed children. Characteristically, the literacy of children with intellectual disabilities takes place slowly, in small steps, with more consolidation and repetition, and using a variety of methods and approaches. The method, which is considered the most effective in primary schools and schools with lower educational standards is analytic-synthetic method and is often used for children with moderate intellectual disabilities. However, this method often proves to be ineffective since it does not lead to a certain level of independent reading. This led us to explore logographic methods of reading, which are based on logographic strategies characterized by word recognition based on graphical features without prior analyzing. That is typical and spontaneous for children through the development in the preschool period and in children with moderate intellectual disabilities, it is a systematic promotion of literacy.
Logographic method is based on visual identification of whole words. The starting point of this method is systematic learning: to read words by using visual keys, which child has to learn how to use, and then use them to recognize words by consolidating and finally recognizing words unaided. In studies, logographic method proved successful in promoting the systematic reading for children with Down syndrome. Researches have shown that children who have taken part in learning to read with the help of logographic methods of reading, mastered the basics of reading and writing. The ability to read impacts the speech and language development as well as the development of positive self-esteem, greater independence and more opportunities to engage in wider society, which increases the quality of their lives.
We are introducing logographic method of reading in present task, which was tested on a selection of six children with moderate intellectual disabilities who attended The 1st grade of a special program of education. We monitored number of assimilated recorded words over the period of 4 months, the number of repetitions that children needed in order to recognize written words and their willingness to participate in activities related to the development of literacy. The results showed that during the execution of logographic advanced methods of reading, five out of six children with moderate intellectual disabilities succeed in recognizing written words. These children were recognizing different number of words independently and showed readiness for activities, connected with developing of literacy with the help of this method.
Based on the findings of the research performed, cited guidelines for the use of logographic method of learning to read written words and thereby contribute to the professional development. Further efforts on field of research of literacy can be based on content base of the present task.
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