Riga Teacher Training and Educational Management Academy, University of Latvia, Latvia
The article explores the division of grammatical functions of verbs that, according to the author, is the most suitable for the general Latvian language system and illustrates this division with practical examples of language use. Respectively, all verbs are divided into two groups according to their grammatical functions – independent verbs and auxiliary verbs. All groups of verbs used with an auxiliary meaning are explored – auxiliary verbs, copulas and modal verbs. This division of verbs is based on the grammaticalization of the verbs, since, formerly, verbs, now used in auxiliary sense, were used in a substantive meaning and only gradually acquired their auxiliary meaning. Lasīt vairāk "Grammatical Functions of Verbs in Child Language"
Riga Teacher Training and Educational Management Academy, Child Language Research Center, Latvia
Development and improvement of children’s language generally takes place on three levels: the first level – parents, the influence of language in the family, the second level – the influence of language at school (pre-school and primary school), and the third level – the influence of language in the environment (the yard, the street or the local area). A child exists in a world full of words. It intuitively more or less understands and applies the most frequently heard words and expressions in the everyday speech. A child’s language is largely influenced by the family, teachers, as well as friends and other people that are considered by the child to be its authority. All of these sources play a certain role in the processes of language acquisition and development of speech culture. Lasīt vairāk "Children`s Language Improvement Possibilities"
Riga Teacher Training and Educational Management Academy, Latvia
Whilst living in today’s contemporary and diverse environment of visual information, people draw too little attention to verbal information, textual perception, listening, reading and writing. However, language is not only a means of communication. Language is also a means of acknowledging human thinking, self-affirmation and ethnicity. Since the main goal of education is to raise a creative personality, the mutual relationship between language and speech becomes the most important means to this end. Lasīt vairāk "Child Speech Development at Pre-school and at School: Aspect of Successive Learning"
Daina Voita1,2, Evita Vaļēviča2, Māra Marnauza1, Tālis Gžibovskis1, Anda Kauliņa1
Riga Teacher Training and Educational Management Academy,
Scientific Research Institute of Pedagogy and Psychology1, Latvia
University of Latvia, Research Institute of Cardiology2, Riga, Latvia
Learning disabilities, often connected with reading disorders, present major challenges to the educational system. Specific reading disability is a persistent reading dysfunction. A person with a specific reading disability is unable to acquire reading skills disregarding sufficient intellectual and speech capabilities and normal speech and hearing analizator function in an optimal learning environment. New non-medication problem solutions are constantly searched for. Since modern technology and knowledge about alternative treatment of pathology such as tension-type headache that can cause learning difficulties and consequently, develop reading disorders, is constantly developing, the importance of the Biofeedback (BFB) method is increasing.
The aim of the study was to determine the efficiency of BFB on children with migraine and learning disorders, including reading disorder. Lasīt vairāk "Possible learning and reading disorder non-medication correction methods"
Riga Teacher Training and Educational Management Academy University of Latvia, Faculty of Education, Psychology and Art, Latvia
Article „Prevention of Speech and Language Disorders in Preschool Children” is devoted to reveal content and directions of the work with preschool children in the so called group of risk. Speech and language pathologists are working with children in Latvia mostly starting at the age of 5, but sometimes time is lost and specific problems are present. There are specialists of early intervention but their activities are not obligatory and mostly they are available in private kindergartens or in developmental centres. It is necessary to speak about prevention because this issue is as a topic in many countries in Europe and in the whole world, but there are no many countries where it is determined by legal acts. Speech and language pathologists are speaking about three levels of prevention: primary, secondary and tertiary, where each level has its main goals and objectives. When speaking about preschool children at the age of three, mostly it is the primary prevention which should be organized and carried out. Lasīt vairāk "Prevention of Speech and Language Disorders in Preschool Children"
University of Leipzig, Institute of Psychology
This article will overview the current state-of-the-art of the different methods of assessment and treatment of dyslexia. On the basis of the modification and extension of the multilevel model of Valtin (1989, modified by Witruk, 1993) the methods were discussed regarding their main aims. Assessment and treatment methods were described regarding the primary causes (biological risk factors), secondary causes (partial performance deficits), primary symptoms (reading and writing failures) and regarding the secondary symptoms (emotional and behavioural disorders). Alternative methods are discussed.
Key words: Multilevel model of dyslexia, magnocellular deficit, partial performance deficit, working memory, complex training programme, alternative methods, Positive Psychology.
Lasīt vairāk "Assesment and Treatment of Dyslexia – An Overview"