Summary

Language is characterized by its diverse forms of manifestation in the culture of the ephemeral. This includes spoken language, written language, body language, sign language, inner speech, the language of science, the language of art and film, the language of diplomacy, the language of youth (slang), the language of politics, the language of music, the language of school, dialects of a language, Indo-European languages, "polyglotism," digital language, etc.

The multifaceted nature of language in everyday practice establishes a powerful and evolving means of socialization and human interaction. At the same time, this dynamic medium is inscribed as an integral part of the cultural identity and heritage of each nation in its national existence.

The human ability for flexible linguistic communication is a true marvel, thus shaping channels of expression and communication among individuals. The interdisciplinary cloak of language in its daily use highlights its complex and polysemous character.

This thesis primarily concerns the Psychopathology of Speech and Language, with particular emphasis on Dyslexia as it manifests in the multilingual environment of the new era and in relation to the Learning Styles that characterize each child.

In the context of this discussion, and in the first part of its unfolding, references are made, among other things, to the associations of language with basic cognitive parameters rooted in the brain, such as higher cognitive abilities like thinking, memory, creativity, etc., as well as with other forms of human expression such as communication, humor, culture, medical clinical practice, emotion, etc.

Specifically, within the framework of this discussion, special disorders of spoken language (speech) and written language are extensively developed, with a particular focus on dyslexia as it manifests during the child's developmental period. Emphasis is also placed on the role of today's educator, the speech therapist, and other involved parties (i.e., specialized support professionals, parents, etc.) in addressing it within the inclusive general school.

It is clarified that the perspective of the relevant cognitive subject has a purely cognitive character, specifically referring to Cognitive Psychology, a distinct branch of the science of Psychology. However, references to linguistic or other related elements are not omitted, thus covering a significant gap in Greek pedagogical and psychological literature regarding this topic.

In the context of this thesis, special emphasis is also placed on the pragmatic character of the use of speech and understanding of language by the child and the adolescent in the culture of the ephemeral.

Contents: Table of diagrams and images || Foreword || Introduction || Speech and language: conceptual approaches and the social role || The normative system of language || Language and cognitive functions || Language and culture of the ephemeral || Stages and factors of the development of speech and language || Theories of language acquisition || Disorders of spoken language: conceptual approaches and semiotics || Disorders of spoken language: characteristics, types, treatment || (Specific) disorders of written language: basic scientific terminology || Specific disorders in the learning of written language - dyslexia: the clinical picture || Dyslexia: (etiological) pathogenesis and models of interpretation || Dyslexia: diagnosis - evaluation || Dyslexia: intervention strategies in school || Dyslexia: learning styles and the culture of the modern school || Dyslexia and multilingual environment || Appendix || Bibliography || Appendices || Table of authors || Glossary of terms || Glossary of terms