Overcoming Learning Disabilities by Tatiana V. Akhutina, Natalia M. Pylaeva

By Tatiana V. Akhutina, Natalia M. Pylaeva

In accordance with the tips of Russian psychologists Lev Vygotsky and Alexander Luria, this ebook explores tools of stopping or overcoming studying disabilities. Tatiana V. Akhutina and Natalia M. Pylaeva construct on Vygotsky and Luria's sociocultural idea and their precept of a systemic constitution and dynamic association of upper psychological features. They specialise in the interactive scaffolding of the susceptible parts of the kid's useful structures, the transition from joint child-adult co-actions, and the emotional involvement of the kid. The authors talk about potent how you can remediate concerns with awareness, government services (working reminiscence and cognitive control), and spatial and visual-verbal features. Overcoming studying Disabilities interprets advanced difficulties into simply comprehensible recommendations priceless to varsity psychologists, precise and common schooling lecturers, and fogeys of kids with studying disabilities.

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Modern ideas, many of which have been mentioned 26 Overcoming Learning Disabilities here, are not so unified as a rule and often require alignment with a more holistic framework. Second, Vygotsky and Luria’s texts on the development and disintegration of higher mental functions and on normal and deviant development delve into the essence of these processes; the richness of details helps modern researchers better understand the newly discovered facts and create new methods to effectively help children with developmental and learning disabilities.

The automatization hypothesis in developmental context”; Waber, 2010, pp. , 2000]). These three types of learning difficulties are widely known. The most extensively researched type is the second type involving phonological processing. The third type of learning difficulties, which are caused by weakness in right-hemisphere functions, is very similar to the “syndrome of nonverbal learning disabilities” described by Byron Rourke (Rourke & Finlayson, 1978; Rourke, 1995), to surface and constructional (spatial) dysgraphia (Chittooran & Tait, 2005).

To verify the five hypotheses we chose three approaches: 1. Analysis of the data obtained through complete neuropsychological assessment 2. Comparison of the results of the neuropsychological assessment with the results of computerized tests that register the timing and quality of responses 3. 1. Tests battery for the assessment of children 6- to 9-years-old Unit III. Programming, Regulation, and Control Serial organization of movements and Palm-First-Edge Test; Reciprocal Coordination; speech Graphomotor Sequences Test; Reproduction of Rhythms (after verbal instruction); Sentence Completion; Creating a Story based on the series of pictures Programming and control of voluntary Go-no-go tasks; Schulte’s tables; Counting; actions (executive functions) Problem Solving; Verbal Fluency Tests; “Odd one out”; Arranging series of pictures Unit II.

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