Teaching reading comprehension to elementary school students with borderline developmental delay from a neuropsychological perspective

INTRODUCTION

1. Reason for choosing the topic

1.1. In primary school, proficiency in the mother tongue in listening, speaking, reading and writing is a basic goal of teaching Vietnamese. In particular, reading comprehension is a part of the content of the Vietnamese - mother tongue subject in general schools. Developing the ability to read and understand the mother tongue as a tool to acquire human knowledge and experience, crystallized in textbooks and learning materials, is extremely necessary.

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1.2. Teaching reading comprehension to students in primary schools helps to form learning actions to acquire social and historical experiences contained in texts, enrich their knowledge and experience, develop their thinking and problem-solving skills. It is thanks to knowing how to read and understand texts that students gradually have the ability to read widely to self-study, supplement their knowledge that their lives require, and thereby form habits and interests in reading and regular self-study. The influence of reading on students' learning ability has been described by Mathew (1999) as follows: The more solid the reading skills, the richer the knowledge/understanding. And also according to the same rule, the weaker the reading skills, the poorer the knowledge/understanding [57].

1.3. The American Psychiatric Association's "Diagnostic and Statistical Manual of Mental Disorders" IV (DSM - IV: Diagnostic and Statistical Manual of Mental Disorders) indicates three main types of learning difficulties: difficulty in reading - dyslexia; difficulty in writing - dysgraphia (including problems related to spelling and writing syntax); difficulty in calculating - dyscalculia (including problems in recognizing mathematical characters and completing calculations, math) [5]. All three types of learning difficulties are more or less related to children's reading comprehension ability. According to estimates by Shaywitz, Sally E.; Bennett A. Shaywitz (2001) and Multidisciplinary Research Centers - USA (1994), the prevalence of dyslexia accounts for 5% - 9% of school-age children, in some places up to 17%.

[57]. Therefore, dyslexia or "clumsy reading" (as called by author Nguyen Khac Vien), in which reading comprehension disorder is one of the difficulties that hinder students' learning at the beginning of primary school.

Reading difficulties in high school students not only hinder them in learning Vietnamese, but also limit their ability to learn other subjects. To solve this problem, it is necessary to identify the causes of reading difficulties and develop appropriate support methods to help them overcome difficulties to study like their peers.

1.4. Nowadays, the view that the human brain is the material basis of psychological processes, a "necessary" condition for the formation and development of human psychology has been recognized. The development of the brain - the organ that controls higher functions - in children is lower than the age limit, leading to difficulties in performing these functions. However, difficulties in reading and reading comprehension, as well as other learning difficulties, in these children often appear as a "hidden handicap". These children are studying in general schools with their peers, without obvious (invisible) deviations in development. All the trouble only occurs when children "get started" on learning, with the manifestation of not being able to adapt to learning: poor learning (difficult learning), causing many difficulties for teachers in organizing teaching activities.

According to the World Health Organization's "International Classification of Diseases" (ICD), dyslexia occurs in children with CPTRG - retarded boundary [89], which are children with one or several age-related CPT brain regions (unlike children with intellectual CPT: all brain regions are CPT according to age, so the ability to compensate between functions cannot be performed). Therefore, it is necessary to detect and have timely support measures to open up learning opportunities for students in this group.

1.5. From the perspective of TLH TK, there have been many studies investigating the changes in high-level psychological functions due to damage or CPT localizing functional areas in the brain, first of all the cerebral cortex. Research on the brain structure of the reading comprehension process and the mechanism of reading comprehension disorders aims to design methods of "compensatory" impact.

"Functional subtraction" for children with reading disorders is a new and effective approach in some developed countries in the world.

Based on the above reasons, we have chosen to research the topic: "Teaching reading comprehension to primary school students with borderline developmental delay from a neuropsychological perspective" .

2. Research purpose

Based on determining the level and nature of CPT of functional areas in the brain of students with reading difficulties, design DCT interventions to help students overcome reading difficulties and keep up with the general education program.

3. Research subjects and objects

3.1. Research subjects

Compensatory effects of functional compensation in reading comprehension for CPPTRG HSTH

from the perspective of TK

3.2. Research object

Primary school students in grades 1 and 2, including:

- Experimental determination:

+ Step 1: includes 517 subjects participating in screening

+ Step 2: includes 425 subjects participating in in-depth diagnosis

- Formative experiment: DCT reading comprehension with 8 participants

4. Scientific hypothesis

Reading comprehension difficulties in CPTRG occur through different mechanisms depending on the CPT localization of brain functional areas.

If functional compensation effects in DCT can be designed to match the mechanism of reading comprehension disorders from the perspective of CTL, it can help students with CPTRG overcome reading comprehension difficulties to keep up with the general education program.

5. Research tasks

With the research purpose identified above, the topic carries out the following tasks:

5.1 . Research on theoretical basis of reading comprehension in CPTRG high school.

5.2. Research on the neuropsychological basis of reading comprehension difficulties in CPTRG HSTH and design corresponding "functional compensation" effects in reading comprehension DCT.

5.3 . Experimental DCT reading comprehension for CPTRG HSTH to evaluate feasibility

the use and effectiveness of the built impacts.

6. Scope of research

6.1. About the research object

The thesis is limited in scope to the research object:

- Research on reading comprehension difficulties in primary school students

CPTRG (according to WHO regulations).

- Research on DCT reading comprehension for CPT students in functional areas

on the cerebral cortex as indicated by the Luria - 90 method from a neuropsychological perspective

- Experimental effects of DCT reading comprehension on two groups of students: group 1 includes students with CPT in the frontal level III brain regions and group 2 includes students with CPT in the posterior level III brain regions (according to the results of localization diagnosis using the Luria - 90 method).

6.2. About research objects

The thesis focuses on primary school students at CPTRG level.

reading comprehension difficulties (grades 1 and 2).

6.3. About the research area

- The experimental determination of the thesis was conducted in Hanoi city and Vinh city - Nghe An with a total of 12 primary schools.

- The experimental form of the thesis was conducted at Hong Son Primary School, Vinh City - Nghe An.

6.4. Research period: from 2011 to 2014.

7. Methodology and research methods

7.1. Methodology

The thesis used the following approaches in the research:

- Approach from child's TLH: Localizing the high-level psychological functions that change during the process of individual development. According to the basic law of psychological function development in normal people, high-level psychological functions in humans form a

The orderly manner and changes of brain organizations that control mental activities also occur in the order of life, due to changes in "interfunctional connections". Therefore, in pathological cases, the influence of a lesion on the brain on the development of higher mental functions in adults and children will be very different. In children, because the brain is still developing and perfecting, a lesion on the brain will cause systematic disorders of the corresponding higher mental functions. In adults, the functional activity of the brain has stabilized, so the role of the brain areas that control mental functions and their systematic influence have fundamentally changed. The research topic is reading comprehension disorders and the design of compensatory interventions to correct reading comprehension disorders in primary school students with slow development of functional areas in the brain. Therefore, it requires the researcher, in addition to general knowledge of neuropsychology, to understand and have knowledge of child neuropsychology.

- Interdisciplinary approach: The design and implementation of compensatory interventions in reading comprehension for CPTRG high school students from the perspective of cognitive development are conducted on the basis of an assessment of the brain development of each child. Therefore, to solve the tasks of the thesis topic, it is necessary to inherit research results from fields such as Neurology, Psychopathology, Psychology (General Psychology, Personality Psychology, Developmental Psychology, Pedagogical Psychology, etc.) Education (General Education, Primary Education, Teaching Theory, Subject Teaching Methods, etc.). The interdisciplinary approach in the research of the thesis topic has the effect of clarifying the concepts of tools as well as determining the basis for designing and implementing interventions in reading comprehension from the perspective of cognitive development.

7.2. Research methods

7.2.1. Theoretical research methods

- Method of researching documents and texts

7.2.2. Practical research methods

- Observation method

- Conversation method

- Expert method

- Multiple choice method

- Experimental method

- Product research methods work

- Case study method

- Mathematical statistical methods

8. New contributions of the thesis

8.1. Theoretical contributions

The research results of the thesis have developed some basic concepts of the research problem such as: DCT, DCT reading comprehension, CPTRG, HSTH CPTRG with reading comprehension difficulties.

The mechanism of reading comprehension disorders in CPTRG HSTH and the mechanism of functional compensation of brain regions in CPTRG HSTH in DCT from the perspective of TLH TK determined in the thesis have enriched the theory of teaching to overcome reading difficulties and reading comprehension in CPTH HSTH.

8.2. Practical contributions

The results of the thesis research have discovered groups of students with reading comprehension difficulties; analyzed the manifestations and mechanisms of reading comprehension difficulties in students with reading comprehension difficulties, and at the same time excluded cases of reading comprehension difficulties that are not related to reading comprehension.

From different reading comprehension disorder mechanisms, functional compensation effects in corresponding reading comprehension DCT were also designed in the thesis.

The results of the experimental study of DCT on some CPTRG HSTH with reading comprehension difficulties of the thesis have confirmed the feasibility of functional compensation effects through the improvement of reading comprehension of the students participating in the experiment. The research results of the thesis can contribute to the training content and equip primary school teachers and parents of students, as a tool to cope with children's learning difficulties.

9. Structure of the thesis

The thesis includes: Introduction; 3 chapters; Conclusion and recommendations; List of author's published works; References and appendices.

Chapter 1

THEORETICAL BASIS OF TEACHING READING COMPREHENSION

FOR PRIMARY SCHOOL STUDENTS WITH BORDERLINE DEVELOPMENTAL DELAY

1.1. OVERVIEW OF THE PROBLEM RESEARCH

1.1.1. Research on reading and reading comprehension

The history of reading research can be traced back to the works of classical neurologists on reading and its disorders. (Dax, 1835; Broca, 1862; Wernicke, 1872) [94].

Reading is also studied in its complexity as a psychological process and the relationship of reading with other higher psychological functions. In this study, it was assumed that the main function of the reading process is to understand what is written (R. Iacobxơn)

Reading as a thinking process has been proposed by many other researchers.

referred to (Rubinstein, Gadamer).

Several other studies have investigated the interaction between the structure of reading: the technical aspects of reading and the reader's comprehension.

+ Studying the interaction between the sensory-motor level and the semantic level while reading as well as the role of the text in understanding, author J. Morton believes that, in an experienced reader, the sensory-motor aspect always follows the main task of reading, and its purpose is to understand [92]

+ Reading is a process in which understanding the meaning of words occurs before recognizing words (F. Smith) [92].

+ Word recognition is a product of reading comprehension (KSGoodman) [92]

Constant attention to the reading process as well as its pathological aspect was expressed in the studies of neurologists at the end of the XIX century - reading disorders (Wernicke, Dejerine, Wolpert, ...).

The related term dyslexia was also used by the German internist Rudlf Berlin in 1872 to describe the case of an adult who lost the ability to read due to brain damage [70].

Later, in 1877, the term "reading blindness" was also used to refer to an adult patient with aphasia and the inability to read. [83] The cases of reading disability reported by physicians were all in adults and were all related to brain damage.

The results of research on reading comprehension disorders are reflected in research on dyslexia as a form of expression or a specific form of dyslexia (difficulty reading at the semantic level) and is closely related to other forms of dyslexia because any reading impairment limits the ability to acquire information from reading material, that is, the ability to understand the reading. Different forms of reading disorders cause direct or indirect difficulties in understanding reading, such as: spatial perception disorders when reading, "word deafness", visual-memory language reading disorders, reading disorders due to motor difficulties in reading (according to V.Oltusevsky (1898) [99]; the phenomenon of "visual blindness" (according to J. Dejerine (1914) [30]....

From the perspective of TLH TK, researchers (AR Luria, LX Xvetcova) have stated that reading difficulties in children are manifested in the following forms: 1/ reading difficulties not related to language development delay, including: optical reading difficulties; visual-memory reading difficulties; visual-spatial reading difficulties. 2/ Reading difficulties related to language development delay: occurring simultaneously with language forms due to delayed development of areas in the cerebral cortex, specifically: Slow development of sensory language and memory-sound language related to the temporal cortex; Slow development of motor-centripetal and motor-centrifugal language related to the inferior parietal and posterior frontal regions of the left hemisphere. Research has shown that the primary symptoms of reading difficulties are defects in either the analysis of sounds and letters in reading or defects in visual perception, defects in sound analysis and synthesis, pathological slowness of language processes, or defects in the sensorimotor stage [11]. And of course, the above defects in reading will lead to certain difficulties in reading comprehension.

Teaching reading comprehension to elementary school students with borderline developmental delay from a neuropsychological perspective - 2

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