Dyslexia zvy\u010dajne neu\u013eah\u010duje u\u010denie sa in\u00e9ho jazyka, najm\u00e4 tak\u00e9ho neprieh\u013eadn\u00e9ho ako je angli\u010dtina, a preto na f\u00f3rach vid\u00edme ve\u013ea spr\u00e1v o \u0165a\u017ekostiach, ktor\u00e9 maj\u00fa \u0161tudenti s dyslexiou, ke\u010f musia \u010deli\u0165 hodin\u00e1m angli\u010dtiny v \u0161kole alebo na strednej \u0161kole. Sk\u00fasenosti, ktor\u00e9 sme nazbierali n\u00e1s v\u0161ak u\u010dia, \u017ee to nie je nemo\u017en\u00e9 a \u017ee ide predov\u0161etk\u00fdm o zmenu strat\u00e9gie pokia\u013e ide o u\u010denie sa a v\u00fduku.<\/p>\n\n
Z\u00e1kladnou s\u00fa\u010das\u0165ou u\u010denia sa ak\u00e9hoko\u013evek jazyka je slovn\u00e1 z\u00e1soba. Je to najd\u00f4le\u017eitej\u0161ia s\u00fa\u010das\u0165, dokonca d\u00f4le\u017eitej\u0161ia ako gramatika. Mnoh\u00e9 kurzy angli\u010dtiny sa prim\u00e1rne zameriavaj\u00fa na gramatiku a slovn\u00fa z\u00e1sobu ponech\u00e1vaj\u00fa ako druhorad\u00fa, ako nie\u010do, \u010do sa d\u00e1 robi\u0165 doma.<\/p>\n\n
Je to v\u0161ak pr\u00e1ve slovn\u00e1 z\u00e1soba, ktor\u00e1 n\u00e1m umo\u017e\u0148uje komunikova\u0165 v inom jazyku. D\u00e1va n\u00e1m n\u00e1stroje na to, aby sme sa vyjadrili a aby sme sa pochopili, ale aj aby sme porozumeli druhej osobe.<\/p>\n\n
Dnes budeme hovori\u0165 o strat\u00e9gii pre \u0161tudenta s dyslexiou, aby sa nau\u010dil ovl\u00e1da\u0165 angli\u010dtinu posil\u0148ovan\u00edm slovnej z\u00e1soby.<\/p>\n\n
Na to m\u00e1me 3 k\u013e\u00fa\u010de (alebo f\u00e1zy), ktor\u00e9 s\u00fa rovnako d\u00f4le\u017eit\u00e9 a ve\u013emi praktick\u00e9 pre dyslektick\u00fd mozog:<\/p>\n\n
Vieme, \u017ee v\u00e4\u010d\u0161ina \u017eiakov s dyslexiou pracuje ve\u013emi zle s p\u00edsan\u00fdm textom, ale ve\u013emi dobre s obr\u00e1zkami. Prv\u00fdm k\u013e\u00fa\u010dom je teda to, aby \u0161tudent videl nielen slovo, ktor\u00e9 sa m\u00e1 nau\u010di\u0165 v p\u00edsanej forme, ale aj obr\u00e1zok, ktor\u00fd ho predstavuje. M\u00f4\u017ee to by\u0165 obr\u00e1zok na papieri (alebo obrazovke), ale smie to by\u0165 aj predmet. S\u00fa \u013eudia, ktor\u00ed nap\u013a\u0148aj\u00fa svoj dom papierov\u00fdmi l\u00edstkami. Na stole je l\u00edstok s n\u00e1pisom \u201eTABLE\u201c, na stoli\u010dke s \u201eCHAIR\u201c at\u010f. D\u00f4le\u017eit\u00e9 je, \u017ee \u0161tudent m\u00f4\u017ee prepoji\u0165 nov\u00e9 slovo (v tomto pr\u00edpade \u201est\u00f4l\u201c a \u201estoli\u010dka\u201c) s nie\u010d\u00edm vizu\u00e1lnym, \u010di u\u017e ide o predmet alebo jeho obr\u00e1zok.<\/p>\n\n
\u013dudia s dyslexiou maj\u00fa mal\u00fa schopnos\u0165 dek\u00f3dova\u0165 p\u00edsan\u00fd text, ale maj\u00fa vysok\u00fa vizu\u00e1lnu a\/alebo kinestetick\u00fa schopnos\u0165. Preto vizu\u00e1lne a kinestetick\u00e9 podnety funguj\u00fa dobre pre ich mozog.<\/p>\n\n
V prvej f\u00e1ze sa sp\u00e1ja nov\u00e9 slovo s objektom, ktor\u00fd ho predstavuje, podporuje vytv\u00e1ranie nov\u00fdch nervov\u00fdch spojen\u00ed, ktor\u00e9 tvoria nov\u00e9 inform\u00e1cie v pracovnej alebo kr\u00e1tkodobej pam\u00e4ti. Nesk\u00f4r je d\u00f4le\u017eit\u00e9 tieto spojenia ukotvi\u0165, preto\u017ee ak tak neurob\u00edme, spojenia zanikn\u00fa hne\u010f po ich vytvoren\u00ed. D\u00f4le\u017eit\u00e9 je prenies\u0165 inform\u00e1cie z pracovnej pam\u00e4ti do dlhodobej pam\u00e4ti. Toto ukotvenie sa rob\u00ed opakovan\u00edm. \u010c\u00edm \u010dastej\u0161ie toto nervov\u00e9 spojenie (medzi nov\u00fdm slovom a objektom, ktor\u00fd ho predstavuje) opakujeme, t\u00fdm pevnej\u0161ie zostane v na\u0161ej dlhodobej pam\u00e4ti. Nejde v\u0161ak o to opakova\u0165 to 50-kr\u00e1t za sebou, aby ste si upevnili tieto znalosti, ale robi\u0165 to s nieko\u013ek\u00fdmi opakovaniami a s prest\u00e1vkami medzi sedeniami. Intervaly m\u00f4\u017eu by\u0165 nieko\u013ekohodinov\u00e9 alebo denn\u00e9 (nemali by by\u0165 pr\u00edli\u0161 dlh\u00e9, inak sa nov\u00e9 u\u010denie vytrat\u00ed z kr\u00e1tkodobej pam\u00e4ti). Ke\u010f\u017ee pracujeme so \u017eiakmi s dyslexiou je ve\u013emi d\u00f4le\u017eit\u00e9, aby sa opakovania vykon\u00e1vali viaczmyslov\u00fdm sp\u00f4sobom. S obr\u00e1zkami, s predmetmi, so zvukom (alebo hovoren\u00fdm slovom) a niekedy (aj ke\u010f je to \u0165a\u017e\u0161ie kv\u00f4li dyslexii) s p\u00edsan\u00fdmi slovami. M\u00f4\u017eeme zmeni\u0165 nielen kan\u00e1l, ale aj prezent\u00e1ciu (zoznam slov, hra, puzzle, komiks, pr\u00edbeh, video, piese\u0148, farby at\u010f.). \u010c\u00edm viac kan\u00e1lov a prezent\u00e1ci\u00ed pou\u017e\u00edvame, t\u00fdm lep\u0161ie s\u00fa inform\u00e1cie ukotven\u00e9. <\/p>\n\n
Dyslektick\u00fd mozog nezvykne ma\u0165 r\u00e1d abstraktn\u00e9 veci, preto poslednou f\u00e1zou u\u010denia sa slovnej z\u00e1soby je kontextualiz\u00e1cia. Nov\u00fa slovn\u00fa z\u00e1sobu pou\u017e\u00edvame v re\u00e1lnych situ\u00e1ci\u00e1ch ako s\u00fa rozhovory alebo pr\u00edbehy, aby \u0161tudent pochopil, \u017ee slovn\u00e1 z\u00e1soba je skuto\u010dne u\u017eito\u010dn\u00e1, aby mohol lep\u0161ie komunikova\u0165.<\/p>\n\n
Akt\u00edvne pou\u017e\u00edvanie novej slovnej z\u00e1soby nau\u010denej v situ\u00e1ci\u00e1ch, ktor\u00e9 simuluj\u00fa skuto\u010dn\u00fa komunik\u00e1ciu je ove\u013ea jednoduch\u0161ie ako uvies\u0165 zoznam slov v \u013eavom st\u013apci a po\u017eiada\u0165 \u0161tudenta, aby ho prelo\u017eil napravo.<\/p>\n\n
Je ove\u013ea efekt\u00edvnej\u0161ie po\u017eiada\u0165 \u0161tudenta, aby pou\u017eil nov\u00e9 slov\u00e1 v re\u00e1lnom rozhovore (pr\u00edbehu), alebo jemu\/jej kl\u00e1dol ot\u00e1zky a povedal jemu\/jej, \u017ee mus\u00ed odpoveda\u0165 pomocou novej slovnej z\u00e1soby. \u201e…ako mu kl\u00e1s\u0165 ot\u00e1zky a \u017eiada\u0165 ho, aby odpovedal pomocou novej slovnej z\u00e1soby.\u201c Prostredn\u00edctvom t\u00fdchto cvi\u010den\u00ed nov\u00e1 slovn\u00e1 z\u00e1soba d\u00e1va \u0161tudentovi komunika\u010dn\u00fd zmysel a ove\u013ea lep\u0161ie sa uchov\u00e1va v dlhodobej pam\u00e4ti.<\/p>\n\n
A mal\u00e9 tajomstvo navy\u0161e…<\/p>\n\n
V\u0161etko, \u010do sme tu zhrnuli pre \u017eiakov s dyslexiou, rob\u00ed z\u00e1zraky aj so \u017eiakmi bez dyslexie, a to plat\u00ed takmer pre v\u0161etky \u00fapravy, ktor\u00e9 m\u00f4\u017ee pre \u017eiakov s dyslexiou urobi\u0165 ktoko\u013evek.<\/p>\n","protected":false},"excerpt":{"rendered":"
Dyslexia zvy\u010dajne neu\u013eah\u010duje u\u010denie sa in\u00e9ho jazyka, najm\u00e4 tak\u00e9ho neprieh\u013eadn\u00e9ho ako je angli\u010dtina, a preto na f\u00f3rach vid\u00edme ve\u013ea spr\u00e1v o \u0165a\u017ekostiach, ktor\u00e9 maj\u00fa \u0161tudenti s dyslexiou, ke\u010f musia \u010deli\u0165 hodin\u00e1m angli\u010dtiny v \u0161kole alebo na strednej \u0161kole. Sk\u00fasenosti, ktor\u00e9 sme nazbierali n\u00e1s v\u0161ak u\u010dia, \u017ee to nie je nemo\u017en\u00e9 a \u017ee ide predov\u0161etk\u00fdm o […]<\/p>\n","protected":false},"author":3,"featured_media":7999,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"off","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[19],"tags":[],"class_list":["post-9151","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-sk"],"acf":[],"_links":{"self":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts\/9151","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/comments?post=9151"}],"version-history":[{"count":1,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts\/9151\/revisions"}],"predecessor-version":[{"id":9152,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/posts\/9151\/revisions\/9152"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/media\/7999"}],"wp:attachment":[{"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/media?parent=9151"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/categories?post=9151"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bibliolingua.eu\/sk\/wp-json\/wp\/v2\/tags?post=9151"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}