The influence of reading recognition in children of the typical population and children with developmental disabilities

The period of transition from preschool to school period is a time of rapid changes in children's development. Children with developmental disabilities lag behind their peers in the typical population, especially in the skill of reading recognition. This is why preparatory programs for children with developmental disabilities are of great importance, especially in the area of ​​reading and recognizing what has been read. The aim of this research is to determine the influence of reading recognition in children of the typical population and children with developmental disabilities. The research sample consists of two hundred children of the typical population from the educational group and thirty children with developmental disabilities from the developmental group. During the testing of children of the typical population, a group of thirty children with developmental disabilities was selected. In the following work, we named the resulting group of children the educational group of children with developmental disabilities. The research used a revised version of the Peabody Individual Achievement Test – Revised for assessing individual achievements, which enables the assessment of reading recognition. Testing was conducted during September and October 2019. It was concluded that children of the typical population and children with developmental disabilities from developmental groups show better results on the subtest for recognition of what has been read, in contrast to detected children with developmental disabilities in the educational group. The conclusion refers to engagement in adapting the preparatory preschool program with the inclusion of necessary methods that stimulate the development of read recognition in children with developmental disabilities in educational groups.