Authors
- Velichenkova Olga A. PhD in Pedagogy
- Belousova Ksenia V.
- Khakimullina Rimma R.
Annotation
The article analyzes one of the possible psychological mechanisms of specific learning difficulties in younger schoolchildren — the insufficiency of phonological processing processes. The purpose of the article is to study the age dynamics of phonological working memory indicators in students of grades 1–3 with learning difficulties. The study was conducted on the basis of methodological approaches widely used in Russian speech therapy and psychology: the concept of speech underdevelopment; the theory of phonological deficiency in dyslexia; the ontogenetic approach to speech examination). Experimental methods of phonological working
memory research were used: repetition of a series of syllables with oppositional consonants, repetition of pseudo-words. The results of an online survey of 159 schoolchildren are presented. The success of reproducing samples as a whole and individual stimuli is shown, a qualitative analysis of errors is given, age differences in the execution of samples and their consistency are considered. The results obtained can be used in the development of standardized procedures for assessing phonological processes at school age. According to one of the samples, the new results were compared with the available data of a non-sampling study. It is concluded that with age, the indicators of phonological working memory improve, there are significant differences in the success of tasks between first-graders and older children.
How to link insert
Velichenkova, O. A., Belousova, K. V. & Khakimullina, R. R. (2022). AGE-RELATED INDICATORS OF PHONOLOGICAL WORKING MEMORY OF YOUNGER SCHOOLCHILDREN WITH LEARNING DIFFICULTIES (ACCORDING TO ONLINE DIAGNOSTICS) Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 16(3), 195. https://doi.org/10.25688/2076-9121.2022.16.3.11
References
1.
1. Tokareva, O. A. (1971). Writing disorders in different groups of abnormal children and principles in the work to eliminate them. Pathology of speech: Scientific notes of the Moscow State Pedagogical Institute, 406, 63–98. (In Russ.).
2.
2. Kornev, A. N. (2003). Reading and writing disorders in children. Monography. St. Petersburg: Speech. (In Russ.). https://www.elibrary.ru/item.asp?id=19886024
3.
3. Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): what have we learned in the past four decades?
Journal of Child Psychology and Psychiatry, 45 (1), 2–40. https://doi.org/10.1046/j.0021-9630.2003.00305.x
4.
4. Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2019). Understanding, Educating, and Supporting Children with Specific Learning Disabilities: 50 Years of Science and Practice. American Psychologist. Advance online publication. http://dx.doi.org/10.1037/amp0000452
5.
5. Uppstad, P. H., & Tønnessen, F. E. (2007). The notion of phonology in dyslexia research: cognitivism — and beyond. Dyslexia. John Wiley & Sons, Ltd. 13 (3), 154–174. https://doi.org/10.1002/dys.332
6.
6. Levina, R. E. (2005). Speech and writing disorders in children. In Chirkina, G. V., & Shoshin, P. B. (Eds-Compilers). R. E. Levina. Selected works. Moscow: ARKTI. (In Russ.). https://www.elibrary.ru/item.asp?id=19964849
7.
7. Rusetskaya, M. N. (2007). Reading disorders in younger schoolchildren: analysis of speech and visual causes. Monography. St. Petersburg: Karo. (In Russ.). https://www.elibrary.ru/item.asp?id=19990904
8.
8. Grigorenko, E. L., & Elliott, J. J. (2012). Reading about reading. Voronezh: Aist. (In Russ.).
9.
9. Snowling, M. J., & Melby-Lervåg, M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin, 142, 498–545. http://dx.doi.org/10.1037/bul0000037
10.
10. Peng, P., & Fuchs, D. (2016). A meta-analysis of working memory deficits in children with learning difficulties: Is there a difference between verbal domain and numerical domain? Journal of Learning Disabilities, 49, 3–20. http://dx.doi.org/10.1177/0022219414521667
11.
11. Akhutina, T. V. (2018). Neuropsychological analysis of errors in writing. In Velichenkova, O. A. (Ed.). Writing and reading disorders in children: study and correction. Scientific monograph (pp. 76–95). Moscow: Logomag. (In Russ.). https://www.elibrary.ru/item.asp?id=36557481
12.
12. Lalaeva, R. I. (2019). Reading disorders and ways of their correction in younger schoolchildren. Textbook. (In Russ.). St. Petersburg: KARO. https://www.elibrary.ru/item.asp?id=20051105
13.
13. Lalaeva, R. I., & Venediktova L. V. (2001). Diagnosis and correction of reading and writing disorders in younger schoolchildren. St. Petersburg: Soyuz. (In Russ.).
14.
14. Boskis, R. M., & Levina, R. E. (2006). On one of the forms of acoustic agnosia: tongue-tie in speech and writing. Cultural-Historical Psychology, 2 (3), 85–92. (In Russ.). https://psyjournals.ru/kip/2006/n3/Boskis_full.shtml
15.
15. Shvachkin, N. H. (2004). The development of phonemic perception of speech at an early age. Developmental Psycholinguistics, 113–143. Moscow: Labyrinth. (In Russ.).
16.
16. Beltyukov, V. I. (1988). System analysis of the ontogenesis of the phonemic structure of the language. Theoretical and Applied Research in the Psychology of Speech (pp. 72–91). Institute of Psychology Academy of Sciences of the USSR. Moscow. (In Russ.).
17.
17. Agris, A. R., & Akhutina, T. V. (2018). The study of phonemic hearing in domestic neuropsychology: based on the works of A. R. Luria. In Velichenkovа, O. A. (Ed.). Writing and reading disorders in children: study and correction. Scientific monograph (pp. 24–39). Moscow: Logomag. (In Russ.). https://www.elibrary.ru/item.asp?id=36557477
18.
18. Inshakova, O. B. (1998). Album for a speech therapist. Moscow: VLADOS. (In Russ.).
19.
19. Chirkina, G. V. (2003). Methods for examining the speech of children: A manual for the diagnosis of speech disorders. Moscow: ARKTI. (In Russ.).
20.
20. Bezrukova, O. A., & Kalenkova, O. N. (2008). Methodology for determining the level of speech development of preschool children. Moscow: Kaissa. https://www.elibrary.ru/item.asp?id=24254499 (In Russ.).
21.
21. Akhutina, T. V., & Fotekova, T. A. (2017). Diagnosis of speech disorders in schoolchildren: a practical guide. Moscow: Yurayt Publishing House. (In Russ.). https://www.elibrary.ru/item.asp?id=30569100
22.
22. Oshchepkova, E. S., Bukhalenkova, D. A., & Yakupova, V. A. (2020). Development of coherent oral speech in senior preschool age. Preschool Education Today, 3 (99), 32–39. (In Russ.). http://dx.doi.org/10.24411/1997-9657-2020-10072
23.
23. Ushakova, O. S., Volkova, O. S. (2020). Speech readiness of senior preschoolers for learning in school. Preschool Education Today, 3 (99), 51–59. http://dx.doi.org/10.24411/1997-9657-2020-10074 (In Russ.).
24.
24. Belous, E. N. (2009). On the problem of the structure of phonemic hearing. Education and Science, 10, 122–128. (In Russ.). https://www.elibrary.ru/item.asp?id=12999422
25.
25. Elkonin, D. B. (1997). How to teach children to read. In Feldshtein, D. I. (Ed.). Mental development in childhood. Institute of Practical Psychology. Moscow. http://www.psychlib.ru/inc/absid.php?absid=84066 (In Russ.).
26.
26. Bogomazov, G. M. (2001). Modern Russian literary language: Phonetics. Moscow: VLADOS. (In Russ.). https://rusneb.ru/catalog/000199_000009_000739998/
27.
27. Zeitlin, S. N., & Bogomazov, G. M. (2006). Age-related phonology (a two-level phonological system and its role in the formation of language sense and literacy of students in grades 1–6). Questions of Linguistics, 5, 146–148. (In Russ.). https://www.elibrary.ru/item.asp?id=9296588
28.
28. Ramus, F. (2001). Dyslexia: Talk of two theories. Nature. Nature Publishing Group, 412 (6845), 393–394. https://doi:10.1038/35086683
29.
29. Dollaghan, C. A., Biber, M. E., & Campbell, T. F. (1995). Lexical influences on nonword repetition. Applied Psycholinguistics, 16 (2), 211–222. https://doi.org/10.1017/S0142716400007098
30.
30. Gathercole, S. E. (1995). Is nonword repetition a test of phonological memory or long-term knowledge? It all depends on the nonwords. Memory & Cognition, 23 (1), 83–94. https://doi.org/10.3758/bf03210559
31.
31. Estes, K. G., Evans, J. L., & Else-Quest, N. M. (2007). Differences in the nonword repetition performance of children with and without specific language impairment: A metaanalysis. Journal of Speech, Language, and Hearing Research, 50 (1), 177–195. https://doi.org/10.1044/1092-4388(2007/015)
32.
32. Gillon, G. T. (2017). Phonological awareness: From research to practice. Guilford Publications.
33.
33. Fawcett, A. J., & Nicolson, R. I. (2004). The dyslexia screening test-junior (DST-J). London: The Psychological Corporation.
34.
34. Nittrouer, S. (1996). The relation between speech perception and phonemic awareness: Evidence from low-SES children and children with chronic otitis media. Journal of Speech and Hearing Research, 39 (5), 1059–1070. https://doi.org/10.1044/jshr.3905.1059
35.
35. Rvachew, S., Ohberg, A., Grawberg, M., & Heyding, J. (2003). Phonological awareness and phonemic perception in 4-year-old children with delayed expressive phonology skills. American Journal of Speech–Language Pathology, 12 (4), 463–471. https://doi.org/10.1044/1058-0360(2003/092)
36.
36. Inshakova, O. B. (2013). Multidisciplinary analysis of the development of phonemic writing skills in primary school students. Moscow: V. Sekachev. (In Russ.).
37.
37. Velichenkova, O. A. (2015). Diagnosis of speech functions in the framework of the screening examination of first-graders. New pedagogical technologies, XXIV, 39–44. (In Russ.). https://www.elibrary.ru/item.asp?id=25056664
38.
38. Akhutina, T. V., Korneev, A. A., & Matveeva, E. Yu. (2016). Methods of neuropsychological examination of children aged 6–9 years. (Ed. T. V. Akhutina). Moscow: V. Sekachev. (In Russ.).
39.
39. Dorofeeva, S. V., Reshetnikova, V. A., Zyryanov, A. S., Goranskaya, D. N., Gordeeva, E. A., Serebryakova, M. N., Akhutina, T. V., & Dragoy, O. V. (2018). A battery of tests to identify the features of phonological processing in Russian-speaking children: these norms and groups of children with dyslexia. In Krylov, A. K., & Solovyov, V. D. (Eds.). Eighth International Conference on Cognitive Science, 2018, October 18–21 (pp. 331–333). Institute of Psychology RAS. Svetlogorsk. (In Russ.).
40.
40. Dorofeeva, S. V., Laurinavichyute, A., Reshetnikova, V., Akhutina, T. V., Tops, W., & Dragoy, O. (2020) Complex phonological tasks predict reading in 7 to 11 years of age typically developing Russian children. Journal of Research in Reading, 43, 516–535. https://doi.org/10.1111/1467-9817.12327
41.
41. Eliseeva N., & Marini A. (2017). Phonological working memory and inhibition control in language impaired (LI) children. Experimental Psycholinguistics Conference, 2017, June 28–30. Menorca, Spain.
42.
42. Rul (Eliseeva), N. N, Gorobets, E. A, & Rezvina, I. A. (2018). Repetition of pseudowords by Russian-speaking children: materials for a neurolinguistic questionnaire. Philology and Culture, 2 (52), 121–127. (In Russ.). https://www.elibrary.ru/item.asp?id=35257273
43.
43. Luria, A. R. (2008). Higher cortical functions of a person. Monography. St. Petersburg: Piter. (In Russ.). https://www.elibrary.ru/item.asp?id=19497041
44.
44. Grigorieva, I. A., Kornev, A. N., & Oganov, S. R. (2018). Registration of gaze movements when writing off quasi-words in children with dysgraphia 8-9 years old and healthy peers. Doctor, 1, 93–94. (In Russ.). https://www.elibrary.ru/item.asp?id=35646682
45.
45. Velichenkova, O. A., & Guseva, V. G. (2022). Performance of auditory-speech tests by schoolchildren with learning difficulties. Scientific notes of Kazan University. Нuman sciences, 164, b. 1. (In Russ.).