{"id":14121,"date":"2025-08-13T21:27:35","date_gmt":"2025-08-13T18:27:35","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=14121"},"modified":"2025-08-24T14:53:40","modified_gmt":"2025-08-24T11:53:40","slug":"forme-de-manifestare-a-tulburarilor-de-citit-varianta-de-interventie","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/forme-de-manifestare-a-tulburarilor-de-citit-varianta-de-interventie","title":{"rendered":"Forme de manifestare a tulbur\u0103rilor de citit. Variant\u0103 de interven\u021bie"},"content":{"rendered":"<p>Tulbur\u0103rile de citit reprezint\u0103 dificult\u0103\u021bi \u00een procesul de recunoa\u0219tere, decodare, \u00een\u021belegere \u0219i interpretare a simbolurilor grafice, cauzate de disfunc\u021bii de natur\u0103 neurologic\u0103, cognitiv\u0103, senzorial\u0103 sau psihoeduca\u021bional\u0103. Aceste tulbur\u0103ri pot ap\u0103rea \u00een perioada de ini\u021biere \u00een citit \u0219i pot afecta semnificativ evolu\u0163ia \u015fcolar\u0103, dezvoltarea limbajului \u015fi \u00eencrederea \u00een sine a copilului. Cititul este un proces complex, care implic\u0103 percep\u0163ia vizual\u0103, analiz\u0103 fonologic\u0103, memoria, vocabularul \u015fi \u00een\u0163elegerea textului. Orice afectare la nivelul acestor componente poate duce la instalarea unor tulbur\u0103ri specifice de citire. <!--more--><\/p>\n<p>Pentru clasificarea tulbur\u0103rilor de citit, se pot lua \u00een considerare criterii precum natur\u0103 deficien\u0163ei, gradul de afectare \u015fi cauzele posibile. Dintre cele mai frecvent \u00eent\u00e2lnite tulbur\u0103ri se disting:<\/p>\n<ul>\n<li>Dislexia \u2013 tulburare specific\u0103 de \u00eenv\u0103\u021bare caracterizat\u0103 prin dificult\u0103\u021bi \u00een recunoa\u0219terea corect\u0103 \u0219i fluent\u0103 a cuvintelor, \u00een decodare \u0219i \u00een ortografie, \u00een absen\u0163a unei deficien\u0163e intelectuale, senzoriale sau educa\u0163ionale<\/li>\n<li>Alexia \u2013 pierderea capacit\u0103\u021bii de a citi, dob\u00e2ndit\u0103 \u00een urm\u0103 unei leziuni cerebrale (\u00een cazul adul\u0163ilor), sau imposibilitatea de a \u00eenv\u0103\u0163a cititul \u00een ciuda unui nivel intelectual adecvat (\u00een cazul copiilor).<\/li>\n<li>Tulbur\u0103ri de decodare fonologic\u0103 \u2013 dificult\u0103\u0163i \u00een a lega sunetele cu literele corespunz\u0103toare, afect\u00e2nd procesul de citire silabic\u0103 \u015fi fonetic\u0103.<\/li>\n<li>Tulbur\u0103ri de \u00een\u0163elegere a textului \u2013 copilul poate citi corect cuvintele, dar are dificult\u0103\u0163i \u00een a \u00een\u0163elege ceea ce cite\u015fte, din cauza unor probleme de vocabular, aten\u0163ie sau organizare a informa\u0163iei,<\/li>\n<li>Lentoarea \u00een citire (bradilalia citirii) \u2013 ritm foarte lent al citirii, \u00eenso\u0163it adesea de ezit\u0103ri \u015fi autocorect\u0103ri frecvente, care afecteaz\u0103 fluen\u021ba \u015fi \u00een\u021belegerea.<\/li>\n<\/ul>\n<p>Aceste tulbur\u0103ri pot avea un caracter temporar sau persistent, \u00een func\u0163ie de cauze \u015fi de interven\u0163ia aplicat\u0103. Diagnosticul se stabile\u0219te de regul\u0103 printr-o evaluare logopedic\u0103 \u015fi psihopedagogic\u0103, care include analiz\u0103 performan\u021bei citirii \u00een raport cu v\u00e2rsta \u015fi nivelul de \u015fcolarizare. Identificarea acestor tulbur\u0103ri \u00een copil\u0103ria mic\u0103 sau \u0219colar\u0103 timpurie este esen\u021bial\u0103 pentru stabilirea unui plan de interven\u021bie personalizat. Evaluarea precoce \u015fi aplicarea unor strategii logopedice \u0219i educa\u021bionale adecvate pot contribui la \u00eembun\u0103t\u0103\u021birea performan\u021belor \u0219colare \u0219i la dezvoltarea armonioas\u0103 a copilului.<\/p>\n<p><strong>Date generale<\/strong><\/p>\n<p>Elevul este \u00eenscris \u00een clasa a III-a, av\u00e2nd o dezvoltare cognitiv\u0103 general\u0103 corespunz\u0103toare v\u00e2rstei. Este cooperant, atent \u0219i manifest\u0103 interes pentru activit\u0103\u021bile desf\u0103\u0219urate.<\/p>\n<p><strong>Observa\u021bii generale<\/strong><\/p>\n<p>Cunoa\u0219te toate literele alfabetului \u0219i le recunoa\u0219te \u00een izolare \u0219i \u00een cuvinte.<br \/>\nEste capabil s\u0103 pronun\u021be literele corect \u0219i s\u0103 le reproduc\u0103 oral.<br \/>\nPrezint\u0103 \u00eens\u0103 dificult\u0103\u021bi semnificative \u00een procesul de sintez\u0103 fonetic\u0103 (combinarea sunetelor \u00een silabe \u0219i cuvinte).<br \/>\nCitirea este limitat\u0103 la cuvinte monosilabice sau cuvinte foarte scurte.<br \/>\nRitmul lecturii este de 20 de cuvinte pe minut, \u00een timp ce media clasei este de aproximativ 120 de cuvinte pe minut, indic\u00e2nd un decalaj sever \u00een fluen\u021ba lecturii.<\/p>\n<p>Elevul prezint\u0103:<\/p>\n<ul>\n<li>Dificult\u0103\u021bi \u00een automatizarea citirii.<\/li>\n<li>Lipsa fluen\u021bei \u0219i a \u00een\u021belegerii lecturii.<\/li>\n<li>Efort crescut \u00een decodarea grafo-fonemic\u0103.<\/li>\n<li>Vocabular pasiv \u0219i activ redus \u00een context scris.<\/li>\n<li>Risc crescut de afectare a \u00eencrederii \u00een sine \u0219i a motiva\u021biei \u0219colare.<\/li>\n<\/ul>\n<p>Obiective ale interven\u021biei<\/p>\n<ul>\n<li>Automatizarea rela\u021biei grafem\u2013fonem.<\/li>\n<li>\u00cembun\u0103t\u0103\u021birea fluen\u021bei \u00een citire (vitez\u0103 \u0219i acurate\u021be).<\/li>\n<li>Dezvoltarea abilit\u0103\u021bilor de sintez\u0103 fonetic\u0103 \u0219i silabic\u0103.<\/li>\n<li>\u00cembun\u0103t\u0103\u021birea \u00een\u021belegerii textului citit.<\/li>\n<li>Stimularea \u00eencrederii \u00een propriile capacit\u0103\u021bi de lectur\u0103.<\/li>\n<\/ul>\n<p>Exerci\u021bii lucrate<\/p>\n<ul>\n<li>Exerci\u021bii de discriminare fonemic\u0103<\/li>\n<li>Identificarea pozi\u021biei sunetului \u00eentr-un cuv\u00e2nt (ini\u021bial, median, final).<\/li>\n<li>Exerci\u021bii de analiz\u0103 \u0219i sintez\u0103 fonetic\u0103<\/li>\n<li>Formarea de cuvinte scurte din litere\/sunete date.<\/li>\n<li>Descompunerea \u00een silabe \u0219i reconstituirea cuv\u00e2ntului.<\/li>\n<li>Citirea silabelor \u0219i a cuvintelor monosilabice \u0219i bisilabice<\/li>\n<li>Serii: ma \u2013 me \u2013 mo \u2013 ta \u2013 te \u2013 to<\/li>\n<li>Cuvinte: pat, mas\u0103, carte, lamp\u0103, masa, tata<\/li>\n<li>Citirea propozi\u021biilor simple urmate de \u00eentreb\u0103ri de \u00een\u021belegere<\/li>\n<li>\u201eMia are o carte.\u201d \u2192 Ce are Mia? Cine are o carte?<\/li>\n<li>Antrenarea fluen\u021bei lecturii prin repeti\u021bii ghidate<\/li>\n<li>Repeti\u021bia zilnic\u0103 a acelora\u0219i propozi\u021bii simple p\u00e2n\u0103 la cre\u0219terea vitezei.<\/li>\n<\/ul>\n<p>Jocuri logopedice: domino cu silabe, bingo cu litere, puzzle de cuvinte<\/p>\n<p>Interven\u021bia\u00a0 \u00een cazul copiilor cu dislexie presupune un demers sistematic, individualizat \u0219i de durat\u0103, care urm\u0103re\u0219te dezvoltarea progresiv\u0103 a competen\u021belor de decodare, fluen\u021b\u0103 \u0219i \u00een\u021belegere a textului. Este esen\u021bial ca interven\u021bia s\u0103 fie centrat\u0103 pe nevoile specifice ale fiec\u0103rui copil, respect\u00e2nd ritmul s\u0103u propriu de \u00eenv\u0103\u021bare \u0219i oferindu-i un cadru securizant, lipsit de presiune. Prin interven\u021bie consecvent\u0103 \u0219i adaptat\u0103, copilul cu dislexie poate progresa semnificativ, dob\u00e2ndind treptat autonomie \u00een citire \u0219i participare activ\u0103 la procesul de \u00eenv\u0103\u021bare.<\/p>\n<p><em><strong>Bibliografie<\/strong><\/em><br \/>\nHa\u021began, Carolina, Logopedia. Terapia tulbur\u0103rilor de limbaj. Structuri, Editura TREI , 2016<br \/>\nP\u0103unescu, Constantin, Tulbur\u0103ri de limbaj la copil, Editura Medical\u0103, Bucure\u015fti, 1984;<br \/>\nSchiopu, Ursula, Psihologia v\u00e2rstelor, Editura Didactic\u0103 \u015fi Pedagogic\u0103,\u00a0 Bucure\u015fti, 1981;<br \/>\nVerza, Emil, Tulbur\u0103rile de \u00eenv\u0103\u021bare. Repere psihopedagogice \u0219i logopedice. Editura Pro Humanitate,2000<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tulbur\u0103rile de citit reprezint\u0103 dificult\u0103\u021bi \u00een procesul de recunoa\u0219tere, decodare, \u00een\u021belegere \u0219i interpretare a simbolurilor grafice, cauzate de disfunc\u021bii de natur\u0103 neurologic\u0103, cognitiv\u0103, senzorial\u0103 sau psihoeduca\u021bional\u0103. Aceste tulbur\u0103ri pot ap\u0103rea \u00een perioada de ini\u021biere \u00een citit \u0219i pot afecta semnificativ &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/forme-de-manifestare-a-tulburarilor-de-citit-varianta-de-interventie\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1346,792,787],"tags":[2127],"class_list":["post-14121","post","type-post","status-publish","format-standard","hentry","category-cerinte-educationale-speciale","category-didactica-limbii-si-literaturii-romane","category-psihopedagogie-speciala","tag-raluca-teodorescu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/14121","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=14121"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/14121\/revisions"}],"predecessor-version":[{"id":14265,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/14121\/revisions\/14265"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=14121"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=14121"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=14121"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}