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Dyslexia
Study Course Description
Course Description Statuss:Approved
Course Description Version:3.00
Study Course Accepted:28.03.2022 09:52:40
| Study Course Information | |||||||||
| Course Code: | REK_045 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Clinical Medicine; Health Care | Target Audience: | Medical Services | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Andra Vabale | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Rehabilitation | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 26a Anninmuizas boulevard, rk rsu[pnkts]lv, +371 20271291 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 2 | Lecture Length (academic hours) | 4 | Total Contact Hours of Lectures | 8 | ||||
| Classes (count) | 6 | Class Length (academic hours) | 4 | Total Contact Hours of Classes | 24 | ||||
| Total Contact Hours | 32 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Pedagogy, psychology, speech therapy, physiology. | ||||||||
| Objective: | To acquire the knowledge necessary for the profession of speech ans language therapy on specific learning disabilities (dyslexia and dysgraphia). An insight into the history of dyslexia research. Recent research in genetics, neurophysiology, neuropsychology and their association with specific learning disabilities. Explain the causes of dyslexia / dysgraphia, early signs of risk and association with speech and language disorders in childhood. Using a research-based approach, be able to assess the development of reading / writing and identify signs of impairment in children and adolescents. Analyze information and integrate assessment results, plan correction / compensation directions and select the most appropriate treatment techniques, respecting the person's functional capabilities. To carry out scientific research activities within the study course. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | The development of written language. Three stages of reading technique, three phases of written language development. History of dyslexia research. Specific learning disabilities - understanding of the concept of dyslexia, neurophysiological and neuropsychological aspects. Research in genetics and the main research theories. Definition of specific learning disabilities (dyslexia), causes, classifications, terminology.Specific learning disabilities and speech and language disorders. | Lectures | 1.00 | E-Studies platform | |||||
| 2 | Developmental dyslexia, research directions and hypotheses - phonological, visual, cerebellar, magnocellular. Diagnosis of dyslexia, assessment methods and tools. Possibilities of using AcadienceTM (Dibels Next) in Latvia. Directions of dyslexia correction / compensation and treatment options and technological solutions. | Lectures | 1.00 | E-Studies platform | |||||
| 3 | Psychophysiological structure of writing, three stages of writing acquisition. The concept of dysgraphia, classification, diagnostics. Test methodologies. Dyslexia and dysgraphia as specific learning disabilities (ICD-10). Correction techniques. Tasks in diagnostics and correction process - examination protocol. | Classes | 1.00 | E-Studies platform | |||||
| 4 | Dysgraphia diagnostic algorithm - analysis of written works, practical use of the test protocol. Correction techniques. | Classes | 1.00 | E-Studies platform | |||||
| 5 | Reading test techniques - analysis of video material. Basic principles of creating reading test material. Reading / writing impairment assessment protocol and methodologies for assessment. | Classes | 1.00 | auditorium | |||||
| 6 | Situation case analysis of video material (reading). Evaluation protocol, its completion. Materials and recommendations in the treatment process. | Classes | 1.00 | auditorium | |||||
| 7 | Analysis of scientific articles - theoretical substantiation of the literacy test protocol. Development of reading test protocol and stimulus material. | Classes | 1.00 | auditorium | |||||
| 8 | Seminar on correction / compensation technological solutions in a computerized environment, possibilities of using Acadience (Dibels Next) standardization project materials and the role of an audiologist in the diagnosis and therapy of a disorder - final presentation. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Attendance of lectures, classes and independent work - 1. 3 - 4 research analysis, summary creation. 2. Analysis of 4 papers, determination of correction directions, choice of methodological methods. 3. Analysis of video material, preparation of evaluation report. 4. Development of reading test materials (group work). 5. Presentation on correction / compensation technological solutions in a computer environment (pair work). 6. Individual presentation on the possibilities of using the materials of the AcadienceTM (Dibels Next) standardization project and the role of the speech and language therapist in the diagnosis and therapy of the disorder. | ||||||||
| Assessment Criteria: | Independent works - 50% Examination - 50% (test and protocol for evaluation of dysgraphia signs). | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | As a result of mastering the study course the students: - will gain knowledge and understanding of the nature of specific learning disabilities (dyslexia / dysgraphia); - will gain an understanding of recent research in genetics, neurophysiology, neuropsychology and their connection with specific learning disabilities; - understand and be able to formulate the causes of specific learning disabilities (dyslexia, dysgraphia), risk signs and their connection with speech and language disorders; - analyze the information obtained and select appropriate research-based methods for the assessment of disorders; - will be able to determine the direction of correction and will choose the appropriate correction / compensation techniques according to the person's functional capabilities. | ||||||||
| Skills: | As a result of mastering the study course the student: - will be able to explain typical reading / writing at different ages; - will be able to demonstrate an evidence-based approach to the diagnosis of learning disabilities (dyslexia / dysgraphia) - analyze and integrate assessment results and other relevant information to set intervention / treatment goals - will learn to plan and apply various evidence-based therapy methodologies / techniques in the practice, using the necessary materials and technological solution in person and remotely on telemedicine platforms. | ||||||||
| Competencies: | As a result of mastering the study course students: - will be able to practically use the acquired knowledge about specific learning disabilities (dysgraphia and dyslexia), assessing the risks and signs of reading / writing disorders; - will be able to analyze information, plan evidence-based therapies for improving reading / writing skills; - will choose appropriate treatment methodologies / techniques and technological solutions, respecting the person's functional capabilities, - will monitor and evaluate the achieved results by performing the work individually or in a team. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Raščevska, M. (red) (2019). Lasītprasmes attīstība 4.-6. klases skolēniem AcadienceTM (Dibels Next ) mērījumos un intervences efektivitāte. Rīga: LU, VISC. | ||||||||
| 2 | Raščevska M., Vabale A., u.c. (2013). Agrīnās lasītprasmes attīstības rādītāju Dibels Next interpretācijas rokasgrāmata, Latvijas Universitāte. 181 lpp. | ||||||||
| 3 | Peterson, R, L., Pennington, B., F. (2012). Seminar: Developmental Dyslexia Lancet. May 26; 379(9830): 1997–2007. doi:10.1016/S0140-6736(12)60198-6. | ||||||||
| 4 | Genetic analysis of dyslexia candidate genes in the European cross-linguistic NeuroDys cohort. European Journal of Human Genetics (2014) 22, 675–680& 2014 Macmillan Publishers. Limited All rights reserved 1018-4813/14 | ||||||||
| 5 | Vabale, A., Orlovska, M., Rascevska M., Koļesovs A. (2014). Early literacy skills in Latvian preschool children with specifice language impairment. SHS Web of Conferences 10, 00049. DOI: 10.1051/shsconf/20141000049 | ||||||||
| 6 | Lasītprasmes novērtēšana un atbalsta nodarbību vingrinājumi | ||||||||
| Additional Reading | |||||||||
| 1 | Schule, C. M., Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools, 39, 3–20. | ||||||||
| 2 | Sprugevica, I., & Høien, T. (2003). Early phonological skills as a predictor of reading acquisition: A follow-up study from kindergarten to the middle of Grade 2. Scandinavian Journal of Psychology, 44, 119–124. doi:10.1111/1467-9450.00329 | ||||||||
| 3 | Lyytinen H., Guttorm T.K., Huttunen T., et al. (2005). Psychophysiology of Developmental Dyslexia: a Review of Findings Including Studies of Children at Risk for Dyslexia// Journal of Neurolinguistic; 18: 167-195 | ||||||||
| 4 | Vander Stappen C., &Van Reybroeck M. (2018). Phonological awareness and rapid automatized naming are independent phonological competencies with specific impacts on word reading and spelling: An intervention study. 9, 320. doi: 10.3389/fpsyg.2018.00320 | ||||||||
