Educational and Professional Communication: Pilot Study of Difficulties in Written Speech of Students-Defectologists

134

Abstract

The article is devoted to the study of difficulties in the written speech of students-defectologists in the process of developing educational and professional communication. A brief review of the re-search of written-speech communication in the professional sphere and the difficulties that arise in the application of spelling rules, understanding of what is written, and the use of time, visual, and spatial reference points is made. The results of a pilot empirical study of difficulties in writing on an online sample of first-year student volunteers (N=109) of 6 boys and 103 girls aged 17 to 20 years are presented. The respondents answered the semi-closed questions of the questionnaire. Two groups of difficulties in writing were identified based on content analysis and expert assessment. The results indicate difficulties in writing, associated with the features of the processes of reading, writing: 20.2% have difficulties with spelling, 40.4% do not notice their mistakes in writing, 37.6% read longer than others, 11% have difficulties in determining dates and times. The selected empirical data substantiate the two groups of difficulties obtained in the pilot study for students-defectologists, which prevent them from building educational and professional communication, learning academic writing at the level of higher education.

General Information

Keywords: educational and professional communication, written speech, writing difficulties, higher education, students, dyslexia

Journal rubric: Professional Training of Specialists to Work with Different Categories of Children

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2021180109

For citation: Sunko T.Y. Educational and Professional Communication: Pilot Study of Difficulties in Written Speech of Students-Defectologists [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Practical Psychology of Education, 2021. Vol. 18, no. 1, pp. 81–89. DOI: 10.17759/bppe.2021180109. (In Russ., аbstr. in Engl.)

References

  1. Ermolaeva M.V., Isaev E.I., Lubovsky D.V. Razvitie lichnostnykh kachestv studentov v khode obucheniya v magistrature = Personality Trait Development in Psychology Students During the Graduate Year [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie=Psychological Science and Education, 2020. Vol. 25, no. 2, pp. 33–43. DOI:10.17759/pse.2020250203 (In Russ., аbstr. in Engl.).
  2. Kulagina I.Yu., Apasova E.V. Razvitie lichnosti pri obuchenii v vuze (sravnitel’noe issledovanie) = Person-ality Development in the Context of University Training: A Comparative Study [Elektronnyi resurs]. Kul’turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2018. Vol. 14, no. 2, pp. 12–23. DOI:10.17759/chp.2018140202 (In Russ., аbstr. in Engl.).
  3. Nechaev N.N. Psikhologicheskie aspekty kommunikativnoi podgotovki studentov vysshei shkoly = Psy-chological aspects of higher school students’ communicative training [Elektronnyi resurs]. Obrazovanie i nauka = The Education and Science Journal, 2017. Vol. 19, no. 3. pp. 120–141. DOI:10.17853/1994-5639-2017-3-120-141 (In Russ.).
  4. Sun’ko T.Yu. Inklyuzivnaya obrazovatel’naya sreda: pilotnoe issledovanie vzaimodeistviya pedagogov i spetsialistov obrazovatel’noi organizatsii = Inclusive Educational Environment: Interaction of Teachers and Professionals of an Educational Organization [Elektronnyi resurs]. Klinicheskaya i spetsial’naya psikhologiya = Clinical Psychology and Special Education, 2020. Vol. 9, no. 2, pp. 161–172. DOI:10.17759/cpse.2020090208 (In Russ., abstr. in Engl.).
  5. Sun’ko T.Yu. Pokazateli inklyuzii kak sistema tsennostei v razvitii inklyuzivnogo obrazovaniya. In Pri-shchepova I.V. (ed.). Sbornik nauchno-metodicheskikh trudov s mezhdunarodnym uchastiem “Teoriya i praktika spetsial’nogo i inklyuzivnogo obrazovaniya”. Saint-Petersburg: RGPU im. A.I. Gertsena Publ., 2019, pp. 222–227. (In Russ.).
  6. Sun’ko T.Yu. Sovremennoe sostoyanie problemy narushenii protsessa pis’mennoi rechi. In Lagutina A.V., Velichenkova O.A. (eds.). PROchtenie: disleksiya v dvadtsat’ pervom veke. Sbornik materialov XI Mezhdunarodnoi nauchno-prakticheskoi konferentsii Rossiiskoi assotsiatsii disleksii [Elektronnoe izdanie]. Moscow: Gos. IRYa im. A.S. Pushkina Publ., 2020, pp. 197–200. (In Russ.).
  7. Chmelárová Z., Čonková A., Šoltés E. Strakh publichnykh vystuplenii u uchenikov i studentov v po-drostkovom i yunosheskom vozraste = Performance Anxiety in Slovak Students at Adolescent and Young Age [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Educa-tion, 2018. Vol. 23, no. 4, pp. 70–79. DOI:10.17759/pse.2018230407 (In Russ.; abstr. in Engl.).
  8. Bolívar-Cruz A., Verano-Tacoronteab D. Self-assessment of the oral presentation competence: Effects of gender and student’s performance. Studies in Educational Evaluation, 2018. Vol. 59, pp. 94–101. DOI:5048/10.1016/j.stueduc.2018.04.001
  9. Darvin R., Norton B. Identity and a Model of Investment in Applied Linguistics. Annual Review of Applied Linguistics, 2015. Vol. 35, no. 1, pp. 36–56. DOI:10.1017/S0267190514000191
  10. Holyfield C. et al. Effect of mobile technology featuring visual scene displays and just-in-time program-ming on communication turns by preadolescent and adolescent beginning communicators. International Journal of Speech-Language Pathology, 2019. Vol. 21, no. 2, pp. 201–211. DOI:10.1080/17549507.2018.1441440
  11. Huettig F., Mani N. Is prediction necessary to understand language? Probably not. Language, Cognition and Neuroscience, 2016. Vol. 31, no. 1, pp. 19–31. DOI:10.1080/23273798.2015.1072223
  12. Kintsch W., van Dijk T. A. Toward a model of text comprehension and production. Psychological Review, 1978. Vol. 85, no. 5, pp. 363–394. DOI: 10.1037/0033-295X.85.5.363
  13. Komesidou R., Summy R. Developmental Language Disorder: Considerations for Implementing School-Based Screenings. Klinicheskaia i spetsial’naia psikhologiia = Clinical Psychology and Special Education, 2020. Vol. 9, no. 3, pp. 34–47. DOI:10.17759/cpse.2020090303
  14. Kuperberg G. R., Jaeger T. F. What do we mean by prediction in language comprehension? Language, Cognition and Neuroscience, 2015. Vol. 31, no. 1, pp. 32–59. DOI:10.1080/23273798.2015.1102299
  15. Mortimore T., Crozier W. R. Dyslexia and difficulties with study skills in higher education. Studies in High-er Education, 2006. Vol. 31, no. 2, pp. 235–251. DOI:10.1080/03075070600572173
  16. O’Birne C., Jagoe C., Lawler M. Experiences of dyslexia and the transition to university: a case study of five students at different stages of study. Higher Education Research and Development, 2019. Vol. 38, no. 5, pp. 1031–1045. DOI:10.1080/07294360.2019.1602595
  17. Qvortrup A., Qvortrup L. Inclusion: Dimensions of inclusion in education. International Journal of Inclusive Education, 2018. Vol. 22, no. 7, pp. 803–817. DOI:10.1080/13603116.2017.1412506
  18. Riddick B. Dyslexia and inclusion: Time for a social model of disability perspective? International Studies in Sociology of Education, 2001. Vol. 11, no. 3, pp. 223–236. DOI:10.1080/09620210100200078
  19. Nichols S. A. et al. Screening for dyslexia, dyspraxia and Meares‐Irlen syndrome in higher education. Dyslexia, 2009. Vol. 15, no. 1, pp. 42–60. DOI:10.1002/dys.382
  20. Takala M., Silfve E., Karlsson Y., Saarinen M. Supporting Pupils in Finnish and Swedish Schools-Teachers’ Views. Scandinavian Journal of Educational Research, 2020. Vol. 2, no. 1, pp. 313–332. DOI:10.3402/edui.v6.24277
  21. Träff U., Passolunghib M. C. Mathematical skills in children with dyslexia. Learning and Individual Differences, 2015. Vol. 40, no. 1, pp. 108–114. DOI.10.1016/j.lindif.2015.03.024
  22. Waterfield J. Dyslexia: Implications for Learning, Teaching and Support. Planet, 2002. Vol. 6, no. 1, pp. 22–24. DOI:10.11120/plan.2002.00060022

Information About the Authors

Tatyana Y. Sunko, PhD in Education, Associate Professor of the Chair of Special (Defectological) Education of the Faculty of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9848-7977, e-mail: tasunko@yandex.ru

Metrics

Views

Total: 554
Previous month: 8
Current month: 5

Downloads

Total: 134
Previous month: 3
Current month: 1