Open AccessPROBLEMS WRITING FROM DICTATION FOR BLIND AND VISUALLY IMPAIRED STUDENTS
Author(s) -
Ševala Tulumović,
Branka Eškirović,
Izeta Husić-Đuzić
Publication year - 2017
Publication title -
journal human research in rehabilitation
Language(s) - English
Resource type - Journals
eISSN - 2232-996X
pISSN - 2232-9935
DOI - 10.21554/hrr.041704
Subject(s) - dictation , diction , visually impaired , psychology , sample (material) , population , literal (mathematical logic) , partially sighted , mathematics education , optometry , linguistics , computer science , medicine , speech recognition , philosophy , chemistry , poetry , environmental health , chromatography
Aim of this research was to get insight into mistakes that occur while blind and visually impaired students, and students with no visual disabilities, when writing by dictation. Respondents sample was consisted of three groups of students: blind (N = 51), visually impaired (N = 42) and students with no visual disabilities (N = 123). Respondents sample included students from first to fourth grade of elementary schools in Tuzla Canton as well as blind and visually impaired students from boarding schools and students from first to fifth grade in centers for blind and visually impaired children and youth, as well as population of blind and visually impaired students from first to fourth grade that are integrated into regular elementary schools in Tuzla Canton in Bosnia and Herzegovina. Obtained results have shown that in variable groups for errors estimate in variables for writing by diction of words consisting of uppercase and lowercase letters, where blind and visually impaired students mostly made mistakes in form of inability to write dictated words, grammatical errors, errors in letters and syllables: relocation, leaving out, adding, separating words and concatenating them. Level of literal development is very important for preventive acting as well as timely rehabilitation.