PARTIAL COGNITIVE FUNCTIONS AND READING COMPETENCE OF STUDENTS WITH MILD INTELLECTUAL DISABILITIES

Abstract

Aim of the research study is to analyse the relationship between partial cognitive functions (visual separation – figure/background differentiation, visual differentiation of shapes, visual memory, auditory separation - figure/background differentiation, auditory differentiation of speech, auditory memory, intermodal relations, perception of time sequence) in the context of reading competence development (reading technique and method, reading comprehension) of 4th grade pupils with mild intellectual disabilities educated in school integration in the Prešov region, Slovakia, in which we have followed current level of the variables (reading competence, partial cognitive functions) in selected research respondents. The research findings might contribute to the creation of targeted cognitive stimulation programme in the context of reading competence development of pupils with mild intellectual disabilities in younger school age.