SPEECH THERAPY EXAMINATION OF MIDDLE SCHOOL STUDENTS WITH READING DISORDERS IN SECONDARY EDUCATION INSTITUTIONS IN INCLUSIVE EDUCATION SETTINGS
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.49.17Keywords:
dyslexia, reading disorders, speech therapy examination of dyslexia, inclusive education, middle school students, phonemic processes, visual-spatial orientationAbstract
The article discusses the problem of speech therapy examination of reading disorders (dyslexia) in middle school students (grades 5–9) who study in inclusive settings. Dyslexia is considered a partial specific disorder characterized by persistent specific mistakes during reading. It is known that reading disorders are multifactorial in nature and require a comprehensive and differentiated approach to identify their manifestations and causes. The article describes a two-stage methodology for speech therapy assessment of reading skills in teenagers, which was based on scientifically sound principles of comprehensiveness, individual approach, and step-by-step approach. The methodology covered the examination of reading technique and reading understanding, as well as a comprehensive diagnosis of the mental functions underlying dyslexia, namely phonemic processes, visual-spatial orientation, auditory-verbal memory, and the lexical-grammatical structure of speech. The generalized results of the examination of four middle school students with dyslexia who studied at a school with an inclusive education system are presented. The results of the experiment showed the presence of reading disorders of varying degrees in all four students, manifested in a significant decrease in reading speed, numerous technical errors, and significant difficulties in understanding what they read. The most common causes of dyslexia were found to be disorders of phonemic processes and semantic processing of textual information, indicating the leading role of these mechanisms in the structure of dyslexic manifestations in teenagers. Differentiated diagnosis made it possible to establish the leading types of dyslexia in each student studied and to determine the individual structure of reading disorders. It is noted that the results of the study created a reliable diagnostic basis for the development of individually oriented correctional programs and the provision of effective speech therapy support in the context of inclusion.
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