Indicators and Diagnostic Approaches for Dyslexia in Primary School Students
DOI:
https://doi.org/10.5281/zenodo.17163826Ключевые слова:
disleksiya, boshlang‘ich ta’lim, ingliz tili, AKT, multisensor yondashuv, erta diagnostika, logopedik ta’sir, fonetika va talaffuz, inklyuziv ta’lim, o‘qish-yozish ko‘nikmalari.Аннотация
Maqolada boshlang‘ich ta’lim bosqichida disleksiyani erta aniqlash va kompleks yondashuv asosida bartaraf
etishning nazariy hamda amaliy jihatlari yoritiladi. Tahlilda AKT, multimodal (multisensor) metodlar va inklyuziv ta’lim
muhitini birlashtirishning o‘qish, yozish hamda talaffuz ko‘nikmalariga ijobiy ta’siri asoslanadi. Diagnostika mezonlari sifatida
o‘qish tezligi, tovush-harf mosligi, matnni tushunish va imlo xatolarining tizimli bahosi taklif etiladi. Ishning yangiligi
shundaki,
u O‘zbekiston kontekstida (boshlang‘ich sinflarda ingliz tili) disleksiyaga xos fonetik-alifbo chalkashuvlarini
(masalan,
“sh–s”, “r–l”) aniqlab, ularni logopedik hamda AKT vositalari yordamida bosqichma-bosqich korreksiyalash
uchun amaliy yo‘riqnoma taklif etadi. Shuningdek, o‘qituvchi faoliyati uchun to‘rtta tizimli prinsip (integratsiya, resurs
tejamkor metodika, uzluksiz monitoring, interfaollik) asosida amaliy model bayon etiladi. Maqola inklyuziv sinf amaliyotida
ota-ona, logoped va pedagog hamkorligini mustahkamlash mexanizmlarini ochib beradi. Natijalar Yangi O‘zbekiston-
2030 ta’lim konsepsiyasi talablariga mos ravishda o‘quvchilarning nutqiy kompetensiyasini oshirishga xizmat qiladi.
Xulosa sifatida, erta tashxis, dalillarga tayangan intervensiya va kontekstga mos raqamli resurslar kombinatsiyasi disleksiyaning
sabab–oqibatlarini sezilarli kamaytirishi ko‘rsatiladi
Библиографические ссылки
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