{"id":95,"date":"2021-07-28T08:03:00","date_gmt":"2021-07-28T08:03:00","guid":{"rendered":"https:\/\/staging.dyslexiacompass.eu\/?page_id=95"},"modified":"2022-08-25T13:06:22","modified_gmt":"2022-08-25T13:06:22","slug":"how-do-we-measure-dyslexia","status":"publish","type":"page","link":"https:\/\/dyslexiacompass.eu\/ro\/how-do-we-measure-dyslexia\/","title":{"rendered":"Diferen\u021bele \u00een m\u0103sur\u0103torile dislexiei"},"content":{"rendered":"
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Nu exist\u0103 o m\u0103sur\u0103toare standard pentru dislexie. Asocia\u021biile oficiale din diferite \u021b\u0103ri, precum \u0219i guvernele lor na\u021bionale, nu au un acord comun cu privire la o modalitate fiabil\u0103 de a m\u0103sura num\u0103rul persoanelor dislexice. F\u0103r\u0103 o astfel de m\u0103sur\u0103toare, prevalen\u021ba dislexiei pare s\u0103 se schimbe de la o \u021bar\u0103 la alta (\u0219i chiar de la regiune la regiune din aceea\u0219i \u021bar\u0103). Proiectul The Dyslexia Compass surprinde o perspectiv\u0103 interna\u021bional\u0103, asupra defini\u021biilor dislexiei \u0219i a modului de testare, pentru a ajunge la o \u00een\u021belegere comun\u0103 de aliniere a ratelor dislexiei \u00een \u00eentreaga lume.<\/p>\n

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Explora\u021bi harta de mai jos pentru a afla mai multe despre dislexie \u00een diferite \u021b\u0103ri europene<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\n\t\t\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t<\/i><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\tCiteste mai mult<\/a>\n\t\t\t\t\t<\/div>\n\n\t\t\t\t\t

Aceast\u0103 perspectiv\u0103 interna\u021bional\u0103 este crucial\u0103, iar sprijinul acordat este foarte diferit \u0219i variat. Astfel, proiectul The Dyslexia Compass ofer\u0103 bazele pentru un ajutor mai bun \u00een aceast\u0103 direc\u021bie. Dislexia trebuie \u00een\u021beleas\u0103 \u00een mod consecvent, iar ratele de dislexie trebuie m\u0103surate \u00een mod similar la nivel interna\u021bional pentru ca cei mai vulnerabili dintre noi s\u0103 fie sprijini\u021bi corespunz\u0103tor.<\/p>

Cheia pentru alinierea diferitelor m\u0103sur\u0103tori na\u021bionale const\u0103 mai \u00eent\u00e2i \u00een crearea unei \u00een\u021belegeri acceptabile la nivel interna\u021bional a ceea ce reprezint\u0103 dislexia. Este important s\u0103 ne d\u0103m seama c\u0103 acolo unde organiza\u021biile se concentreaz\u0103 pe diferi\u021bi indicatori ai dislexiei, este pu\u021bin probabil s\u0103 descopere dislexia \u00een acela\u0219i mod ca \u0219i alte organiza\u021bii \u2013 dac\u0103 descoper\u0103 acela\u0219i lucru. Prin urmare, este important s\u0103 ne punem \u00eentrebarea: care sunt indicatorii care sunt c\u0103uta\u021bi \u00een diferite \u021b\u0103ri?<\/p>

\n\n\n\n\t\n\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t
\u021aara
\n<\/th>		Ce caut\u0103 \u021b\u0103rile mai exact?<\/th>Metodologii<\/th>\n<\/tr>\n<\/thead>\n
Austria
\n<\/td>		Accentul se pune pe tulbur\u0103rile de comportament, \u00een\u021belegerea cuvintelor, \u00een\u021belegerea propozi\u021biilor, \u00een\u021belegerea textului, decodarea fonologic\u0103, sinteza, viteza de citire, abilit\u0103\u021bile de ortografie \u0219i limbaj, g\u00e2ndirea logic\u0103, viteza de procesare \u0219i abilit\u0103\u021bile de memorie. Se analizeaz\u0103 ortografia \u0219i se verific\u0103 viteza de citire.<\/td>Sunt efectuate teste de \u00een\u021belegere \u0219i acurate\u021be de citire \u0219i sunt utilizate teste de inteligen\u021b\u0103.
\n
\n\u00cen Austria este foarte des \u00eent\u00e2lnit folosirea unui \u201emodel de discrepan\u021b\u0103\u201d, focusat pe c\u0103utarea necorel\u0103rilor \u00eentre capacitatea intelectual\u0103 \u0219i succesul \u0219colar.<\/td>\n<\/tr>\n
Croa\u0163ia
\n<\/td>		Se analizeaz\u0103 memoria fonologic\u0103, con\u0219tientizarea fonologic\u0103, procesarea \u0219i decodificarea, precum \u0219i fluen\u021ba \u00een citire \u0219i scriere, \u00een\u021belegerea textului, memoria de lucru, denumirea literelor, repetarea propozi\u021biilor \u0219i pseudocuvintelor, percep\u021bia vizual\u0103 \u0219i abilit\u0103\u021bile rapide de denumire.<\/td>Dictarea este privit\u0103 drept o sarcin\u0103 de concentrare \u00een procesul de scriere, fiind astfel folosit\u0103 pentru a testa tr\u0103s\u0103turile dislexice.<\/td>\n<\/tr>\n
Danemarca
\n<\/td>		[Informa\u021bii insuficiente disponibile]<\/td>Sunt utilizate teste de citire, recunoa\u0219tere a cuvintelor (care implic\u0103 imagini), teste de ortografie \u0219i non-cuv\u00e2nt, precum \u0219i o serie de teste fonologice. Exist\u0103 un sistem de \u201eseveritate a dislexiei\u201d, cu coduri de culori, variind de la \u201everde\u201d (dislexie u\u0219oar\u0103) la \u201egalben\u201d (dislexie moderat\u0103) p\u00e2n\u0103 la \u201ero\u0219u\u201d (dislexie sever\u0103).<\/td>\n<\/tr>\n
Fran\u0163a
\n<\/td>		[Informa\u021bii insuficiente disponibile]<\/td>Doar dificult\u0103\u021bile care se manifest\u0103 la un copil dislexic sunt investigate \u00een Fran\u021ba. Testarea este efectuat\u0103 de medici.<\/td>\n<\/tr>\n
Germania
\n<\/td>		[Informa\u021bii insuficiente disponibile]<\/td>\u00centr-un e\u0219antion la care au participat copii din Germania, prevalen\u021ba dislexiei a fost \u00eentre 1,9% \u0219i 2,6% c\u00e2nd criteriile utilizate au inclus un scor de citire de 1,5 p\u00e2n\u0103 la 1 abatere standard sub norm\u0103 \u0219i performan\u021b\u0103 medie \u00een cel pu\u021bin o alt\u0103 m\u0103sur\u0103 cognitiv\u0103. Cu toate acestea, rata cre\u0219te \u00eentr-un interval cuprins \u00eentre 7,1% \u0219i 15,6% dac\u0103 este utilizat doar scorul de citire de 1,5 p\u00e2n\u0103 la 1 abateri standard sub norm\u0103, f\u0103r\u0103 \u201emodel de discrepan\u021b\u0103\u201d.
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\n\u00een Germania, nu exist\u0103 \u00eendrum\u0103ri na\u021bionale cu privire la modul de testare, ce abateri standard trebuie utilizate, sau dac\u0103 este necesar\u0103 utilizarea modelelor de discrepan\u021b\u0103.<\/td>\n<\/tr>\n
Norvegia
\n<\/td>		Evaluatorii verific\u0103 abilitatea fonologic\u0103 (decodare, amestecare, identificare, manipulare, con\u0219tientizare...), fluen\u021ba \u0219i \u00een\u021belegerea citirii \u0219i scrisului, recunoa\u0219terea literelor, recunoa\u0219terea pseudocuvintelor, recunoa\u0219terea modelelor ortografice, abilit\u0103\u021bile de memorie verbal\u0103, \u0219i alte probleme care includ mediu de acas\u0103, probleme de s\u0103n\u0103tate mintal\u0103 \u0219i abilit\u0103\u021bi lingvistice generale.<\/td>Speciali\u0219tii norvegieni folosesc interviuri cu profesori, elevi \u0219i p\u0103rin\u021bi. Sunt utilizate o serie de evalu\u0103ri fonologice, de alfabetizare \u0219i de memorie, iar acestea se concentreaz\u0103 nu numai pe punctele slabe, ci \u0219i pe poten\u021bialele puncte forte ale copiilor testa\u021bi.<\/td>\n<\/tr>\n
Rom\u00e2nia
\n<\/td>		Cei care testeaz\u0103 dislexia caut\u0103 \u00een general viteza \u0219i \u00een\u021belegerea citirii, dar \u0219i acurate\u021bea citirii. Alte lucruri testate includ tulbur\u0103ri de pronun\u021bie (dislalie), abilit\u0103\u021bi orale, \u00eent\u00e2rzieri \u00een dezvoltarea limbajului, dezvoltarea vocabularului \u0219i recunoa\u0219terea fonemelor.<\/td>Rom\u00e2nia adopt\u0103 o abordare discursiv\u0103, organiz\u00e2nd \u00eent\u00e2lniri cu p\u0103rin\u021bii \u0219i terapeu\u021bii, profesorii \u0219i elevii. Se pune accent pe testarea psihologic\u0103, iar \u00een procesul de identificare se folosesc exerci\u021bii lingvistice nespecificate. Pentru a fi considerat\u0103 dislexie, este foarte important ca tulburarea aptitudinilor s\u0103 dureze cel pu\u021bin \u0219ase luni, chiar \u0219i atunci c\u00e2nd \u00eentre timp se asigur\u0103 interven\u021bia de specialitate.<\/td>\n<\/tr>\n
Spania
\n<\/td>		Evaluatorii caut\u0103 mai \u00eent\u00e2i recunoa\u0219terea literelor, apoi capacitatea de a distinge pseudocuvinte, apoi recunoa\u0219terea \u0219i competen\u021ba gramatical\u0103, apoi competen\u021ba sintactic\u0103 \u0219i, \u00een final, \u00een\u021belegerea.
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\nUrm\u0103resc de asemenea, abilit\u0103\u021bile de citire \u0219i scanare vizual\u0103, teste de scriere \u0219i ortografie, exerci\u021bii de testare a stabilit\u0103\u021bii motorii, urmare a instruc\u021biunilor, denumire rapid\u0103, abilit\u0103\u021bi de secven\u021biere, matematic\u0103, ritm \u0219i istoric personal. Cercet\u0103rile indic\u0103 faptul c\u0103 ei testeaz\u0103 \u0219i auzul, de\u0219i nu par s\u0103 numeasc\u0103 procesarea auditiv\u0103 sau problemele de auz ca printre semnele de dislexie pe care le caut\u0103.<\/td>		Testele sunt luate \u00een considerare \u00een raport cu istoria clinic\u0103 a unui subiect: abilit\u0103\u021bile de citire, scriere \u0219i vorbire, abilit\u0103\u021bile matematice, gestionarea timpului, organizarea personal\u0103 \u0219i abilit\u0103\u021bile cognitive (memorie, aten\u021bie \u0219i concentrare, percep\u021bie, orientarea spa\u021bial\u0103, coordonare psihomotorie, \u0219i abilit\u0103\u021bile de secven\u021biere).
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\nSunt folosite chestionare at\u00e2t \u00een scris c\u00e2t \u0219i \u00een citit, care m\u0103soar\u0103 capacitatea elevului de a urma instruc\u021biunile \u0219i de a le aplica, \u0219i testarea oficial\u0103 pe \u201etrei componente fonologice independente de citire\u201d.<\/td>\n<\/tr>\n
Suedia
\n<\/td>		Evaluatorii verific\u0103 abilit\u0103\u021bile fonologice (decodare, amestecare, identificare, manipulare, con\u0219tientizare...), dar \u0219i fluen\u021ba \u00een citire, scriere \u0219i ortografie, abilit\u0103\u021bi de \u00een\u021belegere a ascult\u0103rii, capacitatea de a citi cuvintele prezentate rapid, capacitatea de a citi \u0219i de a distinge pseudocuvinte \u0219i non-cuvinte, recunoa\u0219terea tiparelor ortografice, a abilit\u0103\u021bilor de memorie de lucru \u0219i a factorilor de fundal, cum ar fi mediul de acas\u0103, nivelurile generale de \u00eencredere \u0219i problemele de s\u0103n\u0103tate mintal\u0103. De asemenea, se verific\u0103 capacitatea de a distinge \u00eentre cuvintele care se pronun\u021b\u0103 la fel, precum \u0219i abilit\u0103\u021bile de logic\u0103 \u0219i percep\u021bie, abilit\u0103\u021bile auditive, vizuale, de aten\u021bie \u0219i con\u0219tientizarea spa\u021bial\u0103.<\/td>Sunt utilizate teste na\u021bionale standardizate, \u00eempreun\u0103 cu examene de pedagogie \u0219i examin\u0103ri de c\u0103tre o echip\u0103 specializat\u0103 \u00een domeniul s\u0103n\u0103t\u0103\u021bii, interviuri cu p\u0103rin\u021bii, elevii \u0219i profesorii \u0219i o compara\u021bie a abilit\u0103\u021bilor de citire \u0219i scriere cu alte abilit\u0103\u021bi academice.<\/td>\n<\/tr>\n
Regatul Unit
\n<\/td>		Se analizeaz\u0103 o serie de abilit\u0103\u021bi, inclusiv, de\u0219i nu sunt exclusive: con\u0219tientizarea fonologic\u0103, memoria fonologic\u0103, memoria de lucru, viteza de citire \u0219i fluen\u021ba citirii, g\u0103sirea cuvintelor \u00een lan\u021buri de litere, abilit\u0103\u021bi de ortografie, scriere, scris de m\u00e2n\u0103, \u0219i formarea literelor, controlul motor, sim\u021bul num\u0103rului \u0219i capacitatea matematic\u0103, logica \u0219i ra\u021bionamentul, viteza de procesare cognitiv\u0103 \u0219i capacitatea\/deficitul rapid de denumire.<\/td>Se folose\u0219te o combina\u021bie de teste psihometrice \u0219i de inteligen\u021b\u0103, fiind evaluate diferite forme de inteligen\u021b\u0103. Exist\u0103, de asemenea, teste de control motor, teste de memorie, teste de citire \u0219i scriere \u0219i teste de secven\u021biere (g\u0103sire, sortare, potrivire etc). Adesea, dar nu \u00eentotdeauna, trebuie luate m\u0103sur\u0103tori care eviden\u021biaz\u0103 diferen\u021bele dintre \u201edeficitele dislexice\u201d \u0219i alte abilit\u0103\u021bi cognitive f\u0103r\u0103 deficit (un model de discrepan\u021b\u0103).<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/p>

Din punct de vedere metodologic, se remarc\u0103 ca fiind de interes trei puncte principale: dac\u0103 ar trebui utilizat un model de discrepan\u021b\u0103; dac\u0103 trebuie utilizate intervale de \u00eencredere; \u0219i ce fel de abatere standard de la norma de citire ar trebui utilizat\u0103.<\/p>

Toate aceste aspecte sunt esen\u021biale pentru asigurarea unei alinieri \u00eentre diferitele m\u0103sur\u0103tori na\u021bionale, o aliniere care va contribui la o acomodare mai bun\u0103 a copiilor dislexici care nu au parte de sprijin \u00een aceast\u0103 direc\u021bie la nivel European. Proiectul The Dyslexia Compass se face remarcat prin consolidarea diferitelor defini\u021bii \u0219i m\u0103sur\u0103tori na\u021bionale ale dislexiei, dar \u0219i prin baza de date consistent\u0103 cu informa\u021bii clar structurate.<\/p><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"

Nu exist\u0103 o m\u0103sur\u0103toare standard pentru dislexie. Asocia\u021biile oficiale ale diferitelor \u021b\u0103ri, precum \u0219i guvernele lor na\u021bionale, nu au un acord comun cu privire la o modalitate fiabil\u0103 de a m\u0103sura c\u00e2\u021bi dislexici exist\u0103 \u0219i, f\u0103r\u0103 o astfel de m\u0103surare, prevalen\u021ba dislexiei pare s\u0103 se schimbe de la o \u021bar\u0103 la alta (\u0219i chiar regiune). \u00een regiune \u00eentr-un [\u2026]<\/p>","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"acf":[],"yoast_head":"\nDifferences in Dyslexia Measurements - The Dyslexia Compass<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/dyslexiacompass.eu\/ro\/how-do-we-measure-dyslexia\/\" \/>\n<meta property=\"og:locale\" content=\"ro_RO\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Differences in Dyslexia Measurements - The Dyslexia Compass\" \/>\n<meta property=\"og:description\" content=\"There is no standard measurement for dyslexia. Different countries\u2019 official associations, as well as their national governments, have no common agreement on a reliable way of measuring how many dyslexics there are, and without such a measurement, the prevalence of dyslexia appears to change from country to country (and even region to region within a […]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/dyslexiacompass.eu\/ro\/how-do-we-measure-dyslexia\/\" \/>\n<meta property=\"og:site_name\" content=\"The Dyslexia Compass\" \/>\n<meta property=\"article:modified_time\" content=\"2022-08-25T13:06:22+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/dyslexiacompass.eu\/wp-content\/uploads\/2022\/02\/how-1-298x300.png\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Timp estimat pentru citire\" \/>\n\t<meta name=\"twitter:data1\" content=\"3 minute\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebPage\",\"@id\":\"https:\/\/dyslexiacompass.eu\/how-do-we-measure-dyslexia\/\",\"url\":\"https:\/\/dyslexiacompass.eu\/how-do-we-measure-dyslexia\/\",\"name\":\"Differences in Dyslexia Measurements - The Dyslexia Compass\",\"isPartOf\":{\"@id\":\"https:\/\/dyslexiacompass.eu\/#website\"},\"datePublished\":\"2021-07-28T08:03:00+00:00\",\"dateModified\":\"2022-08-25T13:06:22+00:00\",\"breadcrumb\":{\"@id\":\"https:\/\/dyslexiacompass.eu\/how-do-we-measure-dyslexia\/#breadcrumb\"},\"inLanguage\":\"ro-RO\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/dyslexiacompass.eu\/how-do-we-measure-dyslexia\/\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/dyslexiacompass.eu\/how-do-we-measure-dyslexia\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/dyslexiacompass.eu\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Differences in Dyslexia Measurements\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\/\/dyslexiacompass.eu\/#website\",\"url\":\"https:\/\/dyslexiacompass.eu\/\",\"name\":\"The Dyslexia Compass\",\"description\":\"Improving the lives of millions of children across the continent\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/dyslexiacompass.eu\/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"ro-RO\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Differences in Dyslexia Measurements - The Dyslexia Compass","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/dyslexiacompass.eu\/ro\/how-do-we-measure-dyslexia\/","og_locale":"ro_RO","og_type":"article","og_title":"Differences in Dyslexia Measurements - The Dyslexia Compass","og_description":"There is no standard measurement for dyslexia. 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