| Abstract [eng] |
Summary The relevance of the research determines that the most pedagogues, who work with the students who have specific learning disorders, think that inadequate reading abilities interfere for learning other subjects and envisage reading and mathematics disorders' interdependent links: letters and words, mathematical symbols' and designations recordings, the main text thought's, mathematical notions', symbols comprehension, spatial perception, memory difficulties. But in the other hand, the researches are lacked by the evidences which are substantiated. In order to change this situation, reveal specific learning ( reading, mathematics) disorders' links, it was accomplished “ quasi“ experimental research which was conducted by the scheme- experimental stimulus creation- action- coalition. It was used an interview method as an auxiliary, complement of quantitative results measure by the teachers who worked with the students who participated in this research. Twenty seven respondents took part in this research: 8 teachers, 3 special educators, 16 schoolchildren who have reading and mathematical disorders. The past participants, based on Pedagogical- Psychological Service's inferences , the reading level achievement determination of the results and based on teachers' initial interview, the students of the research were identified into two groups- experimental ( n=8) and checksum ( n=8). The results of the research analysis proved that if you seek to solve correctly follow- up tasks, first of all you must clearly and accurately read and repeat the submitted task's conditions, properly visualize the meaning of the words, distinguish the basic information, properly understand and realize the issues of the tasks. One of the possibilities can be to accomplish - invoke appropriate learning strategies. According to \"quasi\" experimental data and parent teachers' interview it was created the strategy which helps to negotiate reading difficulties and essay tasks. The strategy was used together with the interactive- visual presentation and the tab of continuous tasks concepts was used as an experimental stimulus too. It was found, that the experimental teaching was particularly powerful for follow- up tasks. Considerably the higher experimental group tasks accomplishment's results were determined by indicators of improved reading and repeating tasks. The correlation links between the reading of the task, repeating and task fulfillment, testify, that when it is achieved more effective reading and repeating task condition, it is achieved and more productive tasks' solution. According to experimental teaching it has been proven. |
