Disleksie by Afrikaanssprekende laerskoolleerlinge : 'n foute–analise

Abstract

The general purpose of the present study was to investigate the nature, etiology and treatment possibilities of dyslexia, as seen against the background of the normal reading process. In the discussion of the reading process it is pointed out that the ability to read influences the total personality of the child as well as his contact with the environment. Reading is described as a psychoneurological activity which involves the integration of several complex organical and psychological processes. A study of the literature on the nature of dyslexia revealed that the reading disability is usually accompanied by other somatic and psychological symptoms. Several theories on the etiology of reading disabilities are discussed and it seems that there is as yet no general agreement about the causal factors. Traditional theories in which either organical, educational or psychological causes are overemphasized do not seem acceptable. As reading involves the whole personality, disturbances on the organical or psychological levels of the personality, or the complex interaction of several of the factors can probably lead to dyslexia. An analysis of remedial reading methods showed that the immediate aim of most of the traditional techniques was the correction of the reading disability itself. In recent years a growing number of reading specialists endeavoured to include the remediation of basic neurological and psychological factors in their programme. The use of the Aurelle apparatus for the correction of language disturbances enables the therapist to reach the child on the level of neurological organization, by correcting certain hearing functions and verbal expression. At the same time the necessary didactic and psycho therapeutic help can be given, which makes the rehabilitation of the total personality of the child possible. It was decided to initiate research which would eventually help to make Aurelle therapy possible for Afrikaans speaking dyslectic pupils. The specific experimental aim of this study was to discover common reading errors made by dyslectic pupils in two different age groups (7 ½ - 9 years 11 months, 10 – 12 ½ years) and to determine whether the errors of the two groups differ qualitatively. Both experimental groups, consisting respectively of 30 and 32 pupils, were selected on the basis of teachers' evaluation, examination results, number of reading errors and I.Q. A standardized reading test, the Individuele diagnostiese toetse in Afrikaans: lees en taal, was used as basis for the analyses of reading mistakes. A remarkable similarity was found between the two groups with regard to the categories in which most mistakes occurred. Some categories nevertheless differentiated on a significant level between the groups, possibly because of the relatively better sensory discrimination of the older group and this group's greater effort to grasp the meaning of the reading material. The analyses of reading errors in broad categories can be used together with the frequency analyses of mistakes made with specific words and phonemes to build up a programmed model for remedial teaching in reading. Such a model is essential where the Aurelle is included in the audio-visual programme, but it can also be of value for any of the other forms of reading therapy.