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A THEORETICAL PERSPECTIVE ON THE THERAPEUTIC ROLE OF CHILDREN'S FOLK SONGS
75-81Views:162Starting from the idea that treating a problem is done more efficiently when we address the causes that generated it than when dealing with symptoms, respectively from theories that claim that most of the mental disorders have their roots in the mother-child relationship developed in the early childhood, through the paper entitled A Theoretical Perspective on the Therapeutic Role of Children's Folk Songs we intend to argue the more use of songs from children's folklore in music therapy. Thus, in the first part of the paper, we bring to the attention of the main theories that demonstrate the importance of the mother-child relationship from the early childhood in order to a healthy evolution of the child from the point of view of its psychic development, with special emphasis on their expression through vocal singing. In the second part of the study, we propose to approach the defense mechanisms from the perspective of the positive functions that it performs in the case of normal persons, as a defense mechanism and defense behavior. In the third part of the paper, we present an analysis of the repertoire of songs from the children's folklore from the perspective of the content of ideas, of the structure of the melodic line, of the specific rhythms, as a mirror of the relationships that children develop with themselves and with others, in particular with my mother. In the fourth part of the paper, we argue the use of songs from children's folklore in music therapy in order to trigger certain memories from the first childhood so that the traumas that have not been overcome are then treated properly. The paper concludes with some final considerations.
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COLOURED STICK: TEACHING WITH A COMPREHENSIVE GAME FOR IMPROVING CHILDREN’S SOCIAL-EMOTIONAL ABILITY IN KINDERGARTEN
59-65Views:355The emotional ability must be properly managed in order to survive and adapt to social life so that social and emotional abilities can be trained from an early age. As a part of early childhood, kindergarten is one of the most effective places to help children develop social and emotional abilities effectively through play activities. Thus, kindergarten teachers need to find alternative activities and play equipment that can stimulate socio-emotional abilities. One way is by means of the game "Coloured Stick" made of pieces of wood that are developed by combining three types of games, namely constructive games, educational games, and traditional games. This teaching tool can be applied in an integrated manner in kindergarten learning activities, which include the opening, core, and cover with a strategy that varies according to the indicators of social-emotional development. The learning process is the use of the game "Coloured Stick" which is systematically designed and integrated so as to facilitate its application. The application of this tool was tested in small groups of 8 students over eight meetings in July and August 2015, and a large group of 14 students over 12 meetings in August and September 2015 in Fithria Islamic Kindergarten, South Jakarta. Subjects in the test groups were teachers and kindergarten students. The results of both the trial groups were seen from the difference between initial and final assessments. The small trial group results increased by 0.1 points (4.88%) up to 0.29 points (9.76%) whereas the large trial group results increased by 0.05 points (1.63%)to 0.93 points (30.83%). Descriptive this increase occurred in the child are varied and each child's progress in socio-emotional capabilities in the grain or indicators of social-emotional abilities are different. This is very possible because each child has a differing ability to absorb the learning content. The results show that the colored sticks game tool can help children develop social skills because the learning process can be carried out in groups. In addition to boosting the child's emotional development, it can also help children develop confidence and respect for themselves, not become easily frustrated because the concepts are according to the age and development of the children, and to exercise patience because they have to wait for their turn to play.
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KNITTED MOVEMENT ACTIVITY FROM THE PERSPECTIVE OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
125-132Views:100It is a generally accepted fact that every child follows a different pace of development. The main protagonists of participation in physical education and physical activity are the children and the teacher. Active participation in physical education and physical activity can be a challenge for children with special educational needs (SEN), and adapted physical education and maintaining physical activity can be a challenge for teachers. The focus of the article is the physical activity of children with special needs and the methods that help them develop an active lifestyle. The study emphasizes the importance of adapting physical education and using individualized programs in order for all children to successfully participate in physical education activities. However, the topic is not new, and the author points to foreign and domestic research that examines the importance of regular physical activity for children with special needs. What is new, however, is that the article examines the topic from the child's perspective and focuses on solutions. The announcement highlights a permanent process to ensure that all children can successfully participate in physical education activities. The article discusses in detail the possibilities of adapting physical education and physical activity, which satisfy the unique needs of children with SEN, which affect the following topics: characteristics of children with SEN, the importance of physical activity, adapted physical education programs, treatment of problems in the psychomotor area, ensuring successful participation, as well as modification options and suggestions.
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TIC DISORDER: SYMPTOMATIC TREATMENT OR UNCOVERING AND DISSOLVING PSYCHODYNAMIC PROCESSES
65-89Views:182This study focuses on tic disorders in childhood. Its topicality is due to the fact that while most of the latest studies on the topic have dealt with the visible symptoms from a biological and behaviorist point of view, this study presenting a case of a 6,5-year-old girl attempts to show how to reveal conflicts underlying tic disorders from a psychodynamic perspective. In the case of children, it is of crucial importance that interventions must focus not only on visible symptoms but also on dissolving tension behind them. After a complex theoretical overview of the topic, we try to give an answer to the following question in the testing period: what kind of intra- and interpersonal factors play a role in the manifestation of tic symptoms and other behavioral problems in the case of this particular child? To reveal these, we use psychodynamic projective tests. The results confirm severe emotional and interpersonal instability and internal factors of aggression and anxiety. With regard to the age and personal particularities, these justify dynamic psychotherapy. In the final section, our aim is to give some advice to parents and educators about how to handle children with tic disorders.
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RECRUITMENT AND FUTURE ORIENTATION OF DISADVANTEGED CHILDREN
21-38Views:301In Hungary, many children live in state care. In order to curb its social reproduction, it is important to see recruitment: Who are they? Where and why did they get into state care? We have to deal with the future vision, motivation, self-efficacy, cause-attribution, social integration of young people, and their ideas about them. The aim of our research is to explore the differences in the future orientation of disadvantaged young people living in orphanages and families, which were measurable by analyzing their study average, by using a vision questionnaire and a self-report questionnaire to reveal family background, and by using the Tenessee self-image scale. The study involved 60 children and young adults living in an orphanage and 60 children and young adults living in a family. Both groups consist of young people aged between 15 and 20, born between 1999 and 2004. The aim of the study was to compare the future orientation of the disadvantaged children living in an orphanage with the also disadvantaged children attending Arany János Talent Care Program but living in a family, and also to identify the differences or similarities between them. The statistical analysis found that there was a positive correlation between the vision questionnaire and the background questionnaire. Most of the questions in the two questionnaires are related.
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FIRST STEPS OF EDUCATION IN THE FAMILY – THE POSSIBILITIES OF EARLY CHILDHOOD PREVENTION AND INTERVENTION AT THE DEPARTMENT OF PEDIATRICS OF THE UNIVERSITY OF DEBRECEN
109-116Views:232In Hungary, preterm birth is a common issue; approximately 8.000 infants are born preterm each year. At the Department of Pediatrics of the University of Debrecen, our Pediatric Psychology and Psychosomatic Unit work to minimize the risk of neurodevelopmental delay in children born prematurely or in other risk groups. In favour of it, we help families at both the prevention and the intervention levels. Parent education, organization of parent groups, and counselling provide us an opportunity to acquaint parents with the possibilities of using help. The chapter briefly describes the possibilities of prevention (screening tests, diagnostics) and intervention (parent group, music therapy, animal-assisted therapy, sensory integration therapy), the family implications of the COVID-19 pandemic, and the Bayley-III diagnostic and screening test, which is one of the most advanced developmental tools for early prevention. Our approach is that, in favour of healthy and balanced development, the whole family needs to get the appropriate support and care. Supporting and strengthening parental efficiency is an important step by which the parent is able to implement a method of education that takes into account the individual characteristics of the child, by which the child's adaptability, carrying capacity, and social skills develop and strengthen.
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THE USE OF ENGLISH MEDIA IN EARLY CHILDHOOD
49-57Views:166The flow of information in the digital age is facilitated not only by traditional media such as television, radio, and print but also by new media such as the internet, desktops, and integrated computers, tablets, and smartphones, etc. The presence of IT tools is quite common these days among kindergarten-aged children (3-6/7), and even toddlers can use them on a daily basis. Moreover, modern pedagogy is unthinkable without digital devices that have become integral parts of innovations such as game-based learning, media-based learning, and edutainment. There are several language schools and bilingual creches where they accept very young children and babies. It is said that parents know their child best and children spend a lot of time with their parents. In consequence, this provides an excellent opportunity for parents to raise a bilingual child even if it is not his/her first language. In our paper we are combining these two, currently, central issues: the use of English-language media and early childhood language-learning, as only limited research is available about it. We are going to present the results of empirical research carried out mainly in kindergartens in Debrecen, which focused on early second language learning and the children’s use of media. Our research has two goals, so the questionnaires asked parents about the use of foreign-language media, its content and the time children spend consuming English content. In addition, we were interested in the parents’ attitude to their children’s English-language media use. We analyzed our data in the framework of early second language learning. Our research was carried out within the Early Childhood Research Group run by the Faculty of Education for Children and Special Educational Needs of the University of Debrecen. The research was carried out between October 2016 and January 2017.
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INVESTIGATION OF EMOTIONAL INTELLIGENCE AND EMPATHY IN THE SIBLINGS OF CHILDREN WITH AUTISM SPECTRUM DISORDER
59-68Views:494In recent years, more and more researchers have focused on studies of children with autism spectrum disorder (ASD), however, studying their siblings has gained less scientific interest. The present study focuses on siblings of children with ASD and assesses their characteristics in terms of emotional intelligence and empathy. Our sample consisted of n = 61 children in two age groups studied: 6-8 and 10-15 years old. Our experimental group consisted of n = 30 siblings of children with ASD, while our control group also consisted of n = 31 children with sibling relationships. Subjects completed two paper-and-pencil tests: the Reading the Mind in the Eyes Test (Children’s Version), and depending on the age group, the Emotional Intelligence Test (EIT 6-8 / EIT 10-15). We identified higher emotional intelligence and empathy in higher age groups. Among 6-8 years old siblings of children with ASD, higher scores were found to be. At the level of gender differences, girls performed more outstandingly in the tests examined. In our study, the 6-8 years old siblings of children with ASD can be characterized by a higher degree of emotional intelligence and empathy, however, we cannot draw conclusions in a representative way for the entire population.
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HYPERACTIVE CHILD IN THE CLASS
49-58Views:233In the last decade, the issue of school education of children struggling with learning and behavioral disorder has come to the front in domestic as well as foreign pedagogies. The recognition and judgment of hyperactivity are characterized by uncertainty and extremes since increasingly all lively kids with excessive movement are labeled hyperactive. In turn, early detection of the disorders would enable children to get appropriate help. The following study consists of two main parts: a theoretical and a practical one. The practical part introduces concrete case studies assisting the early detection. The behavioral forms of three hyperactive children and their characteristic symptoms are explicated more broadly taking into consideration the family and school circumstances. It also aligns the forms of assistance and help in schools and gives concrete ideas and advice to teachers.
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LEARNING DISABILITIES CHILDREN WITH HYDROCEPHALUS ‒ CASE DESCRIPTION
71-81Views:335The study presents the case of a child with learning difficulties born with hydrocephalus focusing on the child’s life-cycle, analysis of personality development, and the ability to develop. As a result of hydrocephalus, typically mental, behavioral, integration disorders develop which significantly affect the individual's quality of life. In this study, we present the possible ways of development through a case study of a hydrocephalus child.
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IMPORTANCE AND IMPACT OF THE PREVENTION AND EARLY CHILDHOOD INTERVENTION IN LATER YEARS
53-65Views:535The term early childhood intervention (and prevention and development) refers to the specificities of child development and the professional environmental responses to them in the early years of life, which involve many sectors (public education, social, health, etc.) and many professional groups. The understanding of 'early childhood' itself has changed rapidly and now extends from the prenatal period, including the family planning/expansion period, to the child's entry into school. A new element in the system of care and support, in the policy strategies, is the prenatal period, the focus on the family, and the fact that support does not end when children start school. There is a need to design programs with a long-term impact in mind, to 'prepare' for events in later years and stages of life, and to assess the impact of the programs that are in place. The paper summarises some of the basic ideas of early childhood intervention and prevention in a way that takes them forward in time and points to their social impact.
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MONITORING AND SUPPORTING THE DEVELOPMENT OF CHILDREN AND YOUNG PEOPLE IN THE UNITED KINGDOM
69-77Views:92Development is a continuous process influenced by several factors. If practitioners would like to ensure children's and young persons' optimal social and emotional development and school performance, they have to monitor both development and academic achievement from early childhood until the age of 19. In the UK, more than one million children struggle with speech, language, and communication problems so early identification is of vital importance. If identification is missed or late, it may have detrimental effects on the child’s or young person’s psychological, mental, and physical health. Multi-agency teams work in collaboration in order to provide relevant help to those in need.
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CHANGING THE NUMBER OF CHILDREN AND STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN SCHOOL YEARS 2009/2010 AND 2019/2020
19-29Views:683The goal of the present study is to analyze the changing number of children and students with special educational needs in the 2009/2010 and 2019/2020 school years. Sample: 77 844 children/students in the 2009/2010 school year, and 91 331 children/students in the 2019/2020 school year. Method: Secondary data collection was applied with the data of the Hungarian Central Statistic Office. Descriptive statistics and a chi-square test was used for data analysis. Results: the number of children and students with special educational needs increased: the difference was more than ten thousand people. The results can be used from the teaching of special educators to the support of children with special needs and their teachers, special educators, and families.
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THE BODY: INSIDE AND OUTSIDE
51-57Views:85The reality of the child's life is through bodily experience. The early-motion reflex correction program builds on body experiences. It is very important for the body to move consciously, feelings, body experiences, and feedback are important. According to Fodorné, it is not generally necessary to provide an ingenious environment but to develop sound stimulation programs during motion development. Progress should be considered in a dynamic system approach. The system is part of the whole personality of the child, physical and mental abilities, personal and physical environments, etc. The absence, multitude, excess, and unpredictable imbalance of the stimulus can have consequences. The theories of phenomenological thinkers, neuroscience, INPP movement, and psychology research are analyzed.
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EXPERIENCES AND SUPPORT NEEDS OF CHILDREN WITH BROTHER OR SISTER WITH DISABILITY
69-81Views:385There are many children with special needs whose siblings play an important role in their lives for a longer time than other family members. Longer life expectancy and the deepening of disabilities bring along a higher need of being taken care of. When the parents grow older it is often the siblings who become the caretakers. Meyer & Vadasy (2007) found that if siblings of children with SEN get proper support and information while growing up, the well-being of siblings with special needs also increases. Relationship with a sibling with special needs influences development of adaptability and self-esteem, this influence can be positive or negative (Burke, 2008). The parents of the children with SEN have many ways to receive information or help from the family – doctors, therapists, consultants, teachers, books, etc. The siblings in their turn usually get their information from the parents. (Conway & Meyer, 2008) Family members of different ages need different information. Therefore, there should be research on what kind of experiences do the siblings of the disabled child need, how their needs and well-being are guaranteed, and what kind of support they need. The aim of this study is to describe the experiences of brothers and sisters with siblings with special needs, try to understand their need for support, and find out the need for support groups and camps.
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POSSIBILITIES OF COGNITIVE DEVELOPMENT OF CHILDREN WITH LEARNING DIFFICULTIES
81-86Views:191This study presents the Sindelar-Zsoldos program through a case study of an elementary school boy with learning difficulties. The theoretical part is focused on the cognitive structure of the learning of disabled students. The methodological part emphasizes that if the cognitive architecture is harmonized, then even a child with learning difficulties can be successful in school and full inclusion is possible.
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PERSONALITY DEVELOPMENT IN EARLY CHILDHOOD THROUGH MUSIC EDUCATION
189-196Views:294The study focuses on a small but important segment of Hungarian culture, the musical education of children aged 3-7. Its central theme is to examine how the adaptation of folk games and related movements can be one of the most complex developmental forces in the personality development of this age group. This is because this period is fundamental in terms of cultural transmission and plays an integrative role in aesthetic education. As the pre-school child develops musically, his or her memory, imagination, associative abilities, creativity, attention and interest are constantly being developed through joyful activity, since his or her movements in connection with folk play are not yet guided and determined by the meaning and content of the text, but by the melody and its rhythm and the spontaneous feeling of joy associated with them. The role of musical education, and within it of folk games, is also evident in the process of emotional education, socialisation, intellectual development and language development. The links examined and presented demonstrate that folk games help children to develop skills that will enable them to become school-ready and to continue to develop in adult life.
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DISADVANTAGES AND SUPPORT: THE PLACE AND ROLE OF THE SOCIAL CARE SYSTEM IN THE LIVES OF PERSONS WITH DISABILITIES AND THEIR FAMILIES
63-76Views:417According to the data of the census in 2011, the majority of people with disabilities live in private households, while a smaller proportion of them live in institutional care. The number of families raising a child with disabilities is over 62 thousand. Research results show that providing and caring for a family member with disabilities puts a particularly heavy burden on families. Social policy instruments play a significant role in reducing the burdens of the affected social group. The present study provides an overview of the system of social benefits and services which aids the everyday lives of persons with disabilities and their families caring for them. It presents the current types of social policy instruments which support persons with disabilities and their families caring for them. We investigate whether the currently available social policy instruments are able to promote the social participation and integration of people with disabilities and their families.
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EARLY INTERVENTION IN THE LIGHT OF A RESEARCH
17-32Views:590Nowadays, the number of children with special educational needs (SEN) is increasing, which poses new challenges for both parents and educators. It is therefore important to research this topic from the perspective of parents and professionals. At the beginning of 2019, we conducted a questionnaire survey on early intervention in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties. The online and paper-based questionnaires were processed by parents (N = 103) and professionals (N = 106) (kindergarten teacher, special education teacher, conductor, etc.), for a total of 209 questionnaires. Data collection was anonymous and participation was voluntary. After processing the data in the questionnaire, we analyzed the obtained results using an Excel spreadsheet and a SPSS statistical program. The results show that both parents (76,7%) and professionals (71.7%) believe that the development of children with SNI was fully or strongly influenced by integration, i.e., they were positively assessed. Parents of healthy children accept integration, in different settings (43.7% of respondents in kindergarten, 37.9% in school, 67% in the playground) fully accept children with special educational needs who accompany their intact child.).
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Data-Driven Music Therapy: Application of the Model in the Development of Children with Special Educational Needs
55-66Views:17Data-based music therapy is associated with the name of Suzanne B. Hanser (1999), a music therapist from California, who supported the developmental effect of music with the results of her clinical research. Her publication entitled The New Music Therapist's Handbook is a guide to the organization, planning, implementation, and evaluation of this music therapy model. Since data-based music therapy is an objective, clear and goal-oriented model. There is an indispensable part of this model and basic conditions in the application of it in the precisely defined preparation, intervention and measurement moments. However, strict planning and organization become the main virtue of the model when evaluating the results achieved, as it provides accurate and irrefutable results. The data obtained this way, represent the totality of the results of observations and experiments.The main pillars of the model are the following: observation, goal-oriented planning, implementation, and objective measurement. An objective and completely clear evaluation of music therapy is provided by the measurements specified in the model. The calculation of the reliability rate and its expression as a percentage, as well as the baseline observation, are complemented by the narrative report of the music therapy supervisor with a description and evaluation of the achieved musical and non-musical therapeutic goals. This article to present describes the application of data-based music therapy in the case of a juvenile with special educational needs studying in special educational institutions.
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CHILD CONCEPTION AND CHILDHOOD NARRATIVES IN THE LIGHT OF CRITICAL PEDAGOGY, CHILDHOOD SOCIOLOGY AND NARRATIVE PSYCHOLOGY
41-52Views:177In my thesis I attempt to define the basic concepts of the historical research of child conception and child perception, I try to emphasize the significance of narratives of childhood, and I point to the connection between the child conception, child perception, and the narratives. In the Hungarian pedagogical press, there aren’t yet carefully developed definitions, theoretical approaches regarding the researches of child conception and child perception, and that’s why we have to review that subject. My study contains three main parts. In the first chapter I review the connections between the everyday pedagogical attitudes or perspectives and the child ideologies, then I analyze the relationship between the development-based pedagogy and the everyday pedagogical discourses, but I attempt to define the contemplative pedagogical attitude too. In chapter II I outline the concepts of child conception (child image) and child perception, and I point the relation between these concepts and the narratives of childhood. The last chapter is a summary with practical aspects, but I don’t show the paradigms of childhood history. In my theoretical overview, I try to answer that question: what kind of resources, components we can find in the different pedagogical views, and how to do these works under our researches. In my view, the child ideologies determine the pedagogical discourses of the different ages, and instead of the totalizing child conception of development-bases pedagogy we try to find new paradigms, e. g. the narrative psychology, the critical pedagogy and the new childhood-sociology, therefore these paradigms are more efficient for the child-rearing practices and our researches. Namely, we can’t vocalize the children’s perspective by the comparison to the adult gauge, therefore we prefer the contemplative, narrative methods, which leave open the frame of interpretation (reference).
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DEVELOPMENTAL RESULTS OF KINDERGARTEN AGE CHILDREN WITH PHYSICAL HANDICAPS DURING CONDUCTIVE EDUCATION
55-69Views:144Conductive education (CE), a method suitable for habilitating/rehabilitating individuals with motor disorders caused by damage to the central nervous system has now become known all over the world. The practice has proved its effectiveness and thus it has been established outside Hungary as well. Several international studies have examined the effectiveness of CE (Rochel and Weber, 1992; Bairstow, 1993; Reddihough, 1998; Blank and von Voss, 1996–2001). Research has revealed that in order to exactly measure the performances of people with disabilities we need rather complex measurement tools. Thus it has become necessary to elaborate a measurement tool that is suitable for measuring changes in the performances of individuals with cerebral palsy (CP) objectively and at the same time reflect the approach of CE. One of the fundamental aims of the criteria referred to by the author as “Criteria for monitoring children with cp under conductive education” (CMCP) was to clearly specify the object of observation and to render the observation of its elements easier. With the help of the CMCP observations of children’s condition and development can be registered in 54 main categories. Moreover, the amount of assistance can be monitored and registered in 42 subcategories and the time factor in a further 41 subcategories while studying motor actions and activities. Thus after completing the monitoring criteria altogether 137 different findings will be available on every child, providing the opportunity of graphic depiction as well. Those applying the criteria will be able to register comprehensive, complex observations. Monitoring can be effected in the natural group environment without removing the children from their usual surroundings. The study presents a comparative analysis of 67 children.
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The First Steps of the Auxiliary School at the Turn of the 19th and 20th Centuries in Hungary
111-118Views:34Among the public education efforts at the end of the 19th century, the compulsory school attendance. There were a significant number of compulsory school children whose physical and mental condition did not allow them to attend public schools. For them, they also looked for opportunities at the international level that would help them become useful members of society. This was provided by the auxiliary school for disabled children. At the turn of the century, the need for this became clear not only to professionals, but also to the government. The pedagogical press of the turn of the century also dealt with the admission possibilities of these students, the training of their teachers, their teaching methodology, and their future employment opportunities.
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PARTICIPATION OF CHILDREN WITH PROFOUND INTELLECTUAL AND MULTIPLE DISABILITIES IN FAMILY ACTIVITIES
83-98Views:354There are only a few studies to investigate the presence of children with profound intellectual and multiple disabilities in their home and family environment. The aim of this paper is to consider and to summarize the participation of children in family activities as to what extent they can actually be family members. "Participation" can be defined, on the one hand, as the person’s physical presence at a place or during some activity, on the other hand, as a commitment, active participation in the activity. But participation in an activity or event is only possible if the activity occurs and is also offered to children or adults. In this sense, children and adults with profound intellectual and multiple disabilities rely heavily on others. Active participation in family life may be affected, hindered or promoted by several factors, for example, the characteristics of the child, the frequency of family activities, the family income, the mother's and father's educational level, the habits, the strategies of implementation or eventually the personal assistant.
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Moderate-Risk Prematurity does not Hinder the Development of Reading and Spelling Abilities Despite the Lower IQ
35-50Views:56Background and aims: It is well established that the impacts of prematurity are often long-lasting in the various domains of development, however, the published findings concerning the prevalence, severity, and background of disorders are inconsistent. As yet research into the development of abilities contributing to the academic progress in Hungarian preterm children has been scarce. Our study aimed to find out to what extent prematurity impeded the reading and spelling abilities in school age and to contribute some information on the cognitive background of the performances. Methods: Three groups of 7 – 12 year-old children participated in the study. The target group consisted of moderate-risk preterms. For comparison two groups of full-term children were tested: typically developing good readers and dyslexics. To assess the reading and spelling abilities the Hungarian version of the 3DM (Dyslexia Differential Diagnosis) was used. Cognitive abilities were assessed using the Hungarian adaptation of the WISC-IV and the Rey Complex Figure Test. Results: The reading and spelling performances of the full-term good readers and the preterms did not differ and the preterms scored higher than the dyslexics. The cognitive tests did not offer any direct explanation to this, since the preterms lagged behind the full-term good readers in the WISC-IV full-scale IQ as well as in several specific cognitive measures. The CART Decision Tree served to analyse the relationships, allowing to reveal the interactions and the moderation effects. Discussion: The CHC model as a theoretical framework and the CART Decision Tree statistical analysis proved to be fruitful to disentangle the complex interplay of the cognitive background factors. There are various cognitive paths of acquiring the reading and spelling skills, e.g., in case of relatively lower IQs the sufficient levels of memory and processing speed may ensure success.