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Academic literature on the topic 'Dysortografie'
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Journal articles on the topic "Dysortografie"
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Neuwirthová, Barbora. "Baterie testů pro diagnostiku specifických poruch učení u studentů vysokých škol a uchazečů o vysokoškolské studium: Recenze metody." TESTFÓRUM 4, no. 6 (July 13, 2015): 59–66. http://dx.doi.org/10.5817/tf2015-6-88.
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Prezentovaný test je, i přes popsané slabiny, využitelný v oblasti školního poradenství (ať již jde o činnost poradenských center při vysokých školách nebo o činnost pedagogicko-psychologických poraden), zejména při diagnostice specifických poruch učení (dyslexie a dysortografie). Jako zásadní se přitom jeví spíše stanovení vhodných intervenčních strategií, než samotné stanovení diagnózy. Pro dobrou analýzu a interpretaci výsledků v rámci jednotlivých subtestů i dílčích škál je ovšem nezbytné dobře rozumět teoriím, vysvětlujícím etiologii a symptomatologii poruch učení, tedy předpokladům, na základě kterých byl test konstruován. Vzhledem k psychometrickým charakteristikám, které test vykazuje, se pro stanovení závěrů a doporučení jeví jako zcela zásadní kvalitativní analýza dosažených výsledků. A jejich rozbor v kontextu anamnestických údajů a dalších vodítek (pozorování, výstupy z předchozích vyšetření, analýza studijních materiálů apod.) Značná opatrnost by na straně administrátora měla být zejména při analýze a interpretaci výsledků dosažených v rámci subtestů Vnímání neznámých grafémů a Vnímání neznámých fonémů. Proto by měl být využíván výhradně psychology a speciálními pedagogy s odpovídající kvalifikací a zkušeností v diagnostice specifických poruch učení.
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Borkowska, Aneta Rita, and Piotr Francuz. "Wykorzystywanie instytucjonalnych i innych form terapii przez uczniów z dysortografią." Lubelski Rocznik Pedagogiczny 37, no. 3 (April 19, 2019): 11. http://dx.doi.org/10.17951/lrp.2018.37.3.11-31.
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<p>W Polsce istnieje dobrze zorganizowany system pomocy terapeutycznej dla uczniów z dysortografią rozwojową. Celem badań była analiza sposobów korzystania przez dzieci i młodzież z dysortografią z oferty terapeutycznej i innych dostępnych form pomocy. Przeprowadzono badanie ankietowe drogą internetową. Uczestnikami badania byli zarówno rodzice jak i dzieci i młodzież z zaburzeniami w pisaniu. Na podstawie uzyskanych wyników wnioskuje się, że niemal każdy uczeń jest objęty jakąś formą pomocy terapeutycznej. Uczniowie korzystają z terapii instytucjonalnej zwykle tylko raz na tydzień, natomiast domowe ćwiczenia wykonują dwa–trzy razy w tygodniu. Rodzice i dzieci oceniają stosowane metody terapii jako średnio lub/i raczej skuteczne. 82% osób z dysortografią ocenia swoją systematyczność w pracy nad problemem jako bardzo niską, niską i przeciętną. Wskazane jest poszerzanie oferty pomocy terapeutycznych dla uczniów z zaburzeniami w pisaniu.</p>
Dissertations / Theses on the topic "Dysortografie"
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PILÍKOVÁ, Petra. "Školní úspěšnost a specifická porucha učení dysortografie." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-136531.
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The aim of the thesis is to highlight the link between learning disabilities and school success. The theoretical part describes the specifics of the development of a child under school age, the learning process and its laws, specific learning disabilities, their various types and describes the conditions for success in education. The practical part is focused on research, processing, analysis and interpretation of results and subsequent recommendations for the general public and teaching, where there is contact with a child with dysorthography.
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JELÍNKOVÁ, Petra. "Reedukace dyslexie, dysgrafie a dysortografie na 1. stupni základních škol." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-317476.
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This master thesis deals with the problems of Specific Learning Difficulties such as dyslexia, dysgraphia and dysorthography that show especially in the Czech language. The theoretical part concentrates on the personality of the student with Specific Learning Difficulties. It explains the term "Specific Learning Difficulties". The difficulties (mentioned above) and their symptoms are defined there too. It focuses on the aetiology of Specific Learning Difficulties, their diagnostics and re-educational principles. It also contains a short chapter about sense perception which is closely related to the re-education of Specific Learning Difficulties. The practical part offers the list of re-educational tools, methods and activities for the re-education of dyslexia, dysgraphia and dysorthography. This list is supplemented by the set of worksheets that can be used for example during the correction of Specific Learning Difficulties.
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Panýrková, Monika. "Pomůcky k reedukaci dysortografie u žáků na prvním stupni základní školy." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-326340.
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Title: The learning aids for educational therapy of dysortographia of primary school pupils pupils Thesis "The learning aids for educational therapy of dysortographia of primary school pupils" aims at assembling a list of method of reducing dysortographia - a specific grammar disability - and assessing their effectiveness for treating this disability. The theoretical part of the thesis covers terminology, symptoms and ethiology of specific learning disabilities. Next, the topic of specific learning disabilities is discussed in the context of primary school (ages 7 - 12). Diagnostics, methods of educational therapy and learning aids are described in relation to dysortographia. The reserch part of the thesis describes the methods used in special pedagogical intervention and, based on analysis of input and output diagnostics, assesses the effect of used methods on management of dysortographia in a chosen sample of pupils, compared to the control group which hasn't been treated with these methods. Key words: Powered by TCPDF (www.tcpdf.org)
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Blablová, Veronika. "Problematika vzdělávání žáků se specifickými poruchami učení ve výuce zeměpisu." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-351807.
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My thesis "Geography teaching of students with a specific learning disabilities" is concerned with specific learning disabilities related to lessons of Geography. It presents the ways of manifestation of the issue in educational process and, subsequently, the effective solutions in a form of recommendations usable in lessons of Geography. The practical part is based on the assumption of displays of certain learning disabilities that may occur in lessons of Geography. The ways how the disabilities may be displayed were estimated through studying available literature in question. Based on the above Frame Education Programme for Elementary Education was analysed. Certain proposals have been worked out for the items that seem to be problematic for pupils with dyslexia and dyscalculia. The proposals are presented in a common format usual in Geography lessons and, subsequently, in adjusted format to be checked if it is easier to understand to the corresponding pupil's. The practical part contains adapted tasks, pupils work description in Geography lessons, and analysis of results. The results represent comparing success rates of both the versions, and potential additional information acquired from pupils. Keywords Dyslexia, dysgraphia, dysortografia, specificlearningdisabilities, geography, teaching.
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Reslerová, Monika. "Výuka angličtiny u žáka s dysortografií." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-343253.
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TITLE: Teaching English to Pupils With Dysorthography AUTHOR: Bc. Monika Reslerová DEPARTMENT: Department of English Language and Literature SUPERVISOR: Mgr. Klára Uličná, Ph.D. ABSTRACT: The thesis relates the issue of dysorthography in connection to EFL instruction with a special attention paid to lower secondary schools. The theoretical part of the text contains basic information on special educational needs, followed by a chapter on Specific Learning Difficulties, their causes and symptoms. The concept of dysorthography is explained and its possible consequences on acquisition of English spelling and grammar described, followed by a list of recommended approaches, methods, techniques and aids which can be useful for teaching English to dysorthographic pupils. The practical part of the text gives an account of a multiple-case study which was carried out among experienced English teachers at schools that pay special attention to children with SEN. The research is focused on the teachers' experience and know-how and compares the obtained data to the recommendations given in the theoretical part. KEYWORDS Specific Learning Difficulties, Dyslexia, Dysorthography, Teaching English as a Foreign Language, grammar, spelling
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STAŇKOVÁ, Marie. "Chybovost v písemném projevu u dětí s dysortografií." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-85637.
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The thesis is focused on studies of dysorthographia, one of the specific learning difficulties. The theoretical part deals with specific learning difficulties in general, characterizes the concrete term of dysorthographia in view of its types, causes and symptoms, mentions some diagnostic methods in use and some corrective techniques. This part also indicates the impact of the introduced difficulties on various schoolwork areas as well as on the everyday life. The research part follows some types of errors together with error rate in writing at children with dysorthographia and at children without this diagnosis.
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ROBOVÁ, Michaela. "Přístup učitele 1. st. ZŠ k žákovi s dysortografií." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-189352.
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This thesis deals with teacher´s ingress to pupils with dysorthography in the first grade of primary school. In the theoretical part, the key elements are definition of item specific defect of learning and its ground allocations. As the next I´m working with charakteristic and definiton of ground terms, in that case dysorthography, its occasions and allocution, diagnostic and bases of reeducative care. The practical part consists of pupils with dysorthography. Thanks to contemplation I find out the teacher´s attitude to pupils. Some informations about pupils are rectified thanks to teacher´s question blank. At the end, the findings should map the teacher´s attitude and ingress to pupils with dysorthography during education.
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PRŮŠOVÁ, Renáta. "Problematika a prevence poruch učení u dětí na základní škole." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-251653.
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The dissertation pursue learning malfunctions problematics and prevention by the elementary school students. I decided for this topic based on the experience with my bachelor thesis. Bachelor thesis was focused on learning malfunctions in general. The main goal is to provide the reader enough informations about this problem and offer practical solutions for prevention and correction. In the first part I described all the malfunctions theoretically, their diagnostics, reeducation and prevention. The further chapters are about the approach to education, family and school cooperation and advisory system. The second part comes from practical research. I introduced the special utility to prevent and minimalize the malfunctions. This utility was applied in practice based on the qualitative research by the standart observation method. The reader can find in the end of dissertation the final results of my research.
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Hýsková, Karolína. "Připravenost učitelů na inkluzivní vzdělávání - přístup k žákům s dysortografií." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-411769.
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The diploma thesis deals with the readiness of teachers for inclusive education at primary schools and mainly focuses on the issues of approaching pupils with dysortography. The theoretical part summarizes the results of research focused on teachers' attitudes to inclusion, their needs in this area and perception of readiness to work in a heterogeneous class. Furthermore, the thesis contains the importance of inclusion and its definition, various types of views on inclusion, levels of inclusive education and legislative measures. In the next part the thesis concentrates on the difference between social exclusion and inclusion, deals with the issues of the support of pupils with special educational needs and defines approaches of individual groups towards the educational process. It also focuses on inclusion in primary school and competences of the inclusive teacher and last but not least on different specifics of pupils with specific learning disabilities, namely pupils with dysortography. The empirical part is focused on the approaches of teachers to pupils with dysortography. The main research method is a quantitative questionnaire for teachers teaching pupils with dysortography and as a complementary research method there is a qualitative semi- structured interviews with teachers to analyze the...
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KOLÁŘOVÁ, Martina. "Poruchy učení u žáků očima učitele." Master's thesis, 2008. http://www.nusl.cz/ntk/nusl-48975.
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ANNOTATION Our thesis is focused on the problems of pupils` learning disorders at primary school. Our thesis is divided into three parts. In the theoretic one we outline problems of learning disorders, especially dysgraphia and dysorthographia. We focus especially on diagnostics and opportunities for remedy and compensation of these learning disorders. The second part analyses the number of pupils with learning disorders at primary school and determinates the level of teacher awareness of these problems of pupils` learning disorders. The third part of out thesis is the practical one. There was made the list of suggestions of work with pupils with learning disorders and we find suitable publications focused on the remedy of learning disorders. The aim of our thesis is to analyse the number of pupils with learning disorders at primary school and to find the extent of teachers` awareness of these problems. The thesis is documented with number of charts and graphs including supplementory material.