PEDAGOGICAL ASPECTS OF THE USE OF FACILITATION TECHNOLOGY FOR THE CORRECTION OF DYSLEXIA IN ADOLESCENTS

Abstract

The article examines the impact of the use of facilitation technology on coping strategies and the development of communicative competence in adolescents with dyslexia and severe speech impairment. The study involved 157 adolescents 14–15 years of age with dyslexia, of which 80 were in the control group and 77 in the experimental group. To study communicative competence, methods were used to test reading skills, as well as the development of coherent monologue and dialogic speech. To identify coping strategies, the researchers used the “Coping Test” method by R. Lazarus and S. Folkman, standardized by L.I. Wasserman. To establish the relationship between the studied indicators, correlation analysis was used. As a result of the study, features of communicative competence were identified. It was also shown that non-constructive coping strategies prevailed in the behavior of the examined adolescents. In the experimental group, during the academic year, correctional and speech therapy work was carried out using the “Dramatization” facilitation method. When working with adolescents in the control group, traditional speech therapy methods were used. After correctional and speech therapy work, adolescents in the experimental group showed positive dynamics in the development of reading skills and the development of coherent speech against the backdrop of a change in coping strategies to constructive ones. Correlations have been established between indicators of communicative competence and coping mechanisms.