Texts-Primitives As Means Of Developing Written Discourse For Pupils With Speech Impediments


One of the ways to acquire sociocultural field and put people's intentions into practice is conscious reading of signs, posters, advertisements, or other short-cut texts in urban environment. Short-cut texts or text-primitives, as a unique speech genre, feature a critically low level of coherence, though they bare informative integrity and high level of communicative efficiency and effectiveness.The following article considers the possibility of integrating short-cut texts into tutorial pool of instruments for specialists who work in inclusive workspace. The evaluation of task completion is provided on the base of five sets of text-primitives. Experimental data is collected by analysing 123 school students in the second year of primary school (55 demonstrated average speech development rate, 68 were diagnosed with speech disorders). Comparative study of the empirical data is instrumental in identifying methodical potential of text-primitives for broadening written discourse of students with speech impediments. Successful employment of written discourse for tackling communicative issues impacts quality of education and self-education, contributes to overall literacy level, enhances people’s social interactions. Text-primitives’ methodical potential for developing written discourse at pupils with speech difficulties is based on a highly motivational effect of the content, due to its creolized feature, and possibility to apply various tasks and assignments for developing reading and writing skills, as well as cognitive abilities.

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