Integration of Literacy Programs for Children with Language Disorders

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Published: Sep 11, 2025
DOI: https://doi.org/10.55299/ijere.v4i2.1150
Keywords:
Literacy, Language Disorders, Student Program Integration

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Tobi Bagustian Tanjung
Magister of Indonesian Language, Universitas Negeri Medan, Indonesia
M. Joharis Lubis
Magister of Indonesian Language, Universitas Negeri Medan, Indonesia
Surya Masriani Hutagalung
Magister of Indonesian Language, Universitas Negeri Medan, Indonesia

Abstract

The integration of literacy programs for children with language disorders requires different actions than those for children in general. This study is qualitative research based on a narrative approach through literature studies. Literacy programs train student in reading, writing, listening, and speaking skills, as well as in using and listening to language in speaking, reading, and writing. Literacy programs for children with language disorders are different from literacy programs for normal children because children with language disorders related to speech mechanisms, such as dyslexia, alexia, or dysarthria, as well as children with psychogenic disorders, such as stuttering, spoiling, or effemination, require special care in language learning. To improve their abilities, literacy programs must begin at a habituation stage. These literacy programs include early literacy, early literacy, library literacy, media literacy, technology literacy, and visual literacy

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How to Cite
Tanjung, T. B., Lubis, M. J., & Hutagalung, S. M. (2025). Integration of Literacy Programs for Children with Language Disorders. International Journal of Educational Research Excellence (IJERE), 4(2), 764–769. https://doi.org/10.55299/ijere.v4i2.1150
Issue
Vol. 4 No. 2 (2025): July-December
Section
Articles
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This work is licensed under a Creative Commons Attribution 4.0 International License.

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