Fonološka svjesnost djece s oštećenjem sluha

master's thesis

• Title (english): Phonological awareness in children with hearing loss
• Author: Mišela Vuković
• Mentor: Iva Hrastinski (mentor)
• Committee member: Iva Hrastinski (predsjednik povjerenstva)
• Committee member: Luka Bonetti (član povjerenstva)
• Committee member: Ivana Šimić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2024-09-19, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Fonološka svjesnost označava sposobnost prepoznavanja, stvaranja i manipuliranja jezičnim jedinicama manjim od riječi te se smatra jednom od najpouzdanijih prediktora kasnije uspješnosti u učenju čitanja. Razvoj vještina fonološke svjesnosti odvija se kod sve djece prema istom redoslijedu, iako postoje mnoge individualne razlike u procesu usvajanja. Djeca s oštećenjem sluha imat će teškoća prilikom usvajanja ovih vještina zbog otežane slušne percepcije koja je jedan od preduvjeta stvaranja ispravnih fonoloških reprezentacija. Korištenjem kohlearnog implanta povećavaju se šanse za pravilan razvoj vještina fonološke svjesnosti, no strana istraživanja i dalje navode zaostajanje djece s kohlearnim implantom za svojim vršnjacima urednog slušnog statusa. U ovom radu objasnit će se koncept fonološke svjesnosti i vještina koje ona uključuje te će se ova tema promatrati u kontekstu oštećenja sluha, uz poseban naglasak na djecu s kohlearnim implantom. Istraživanjem se nastoji pridonijeti razumijevanju razvoja fonološke svjesnosti kod navedene populacije čime bi se omogućilo usmjeravanje stručnjaka na problematična područja u procesu rehabilitacije. Isto tako, nastoji se potaknuti detaljnije proučavanje ove tematike na hrvatskoj djeci s kohlearnim implantom. Cilj istraživanja je utvrditi postoje li razlike između djece s kohlearnim implantom i djece urednog sluha na zadacima fonološke svjesnosti te ustanoviti koji su zadaci najzahtjevniji ispitanoj djeci. Uzorak od petero djece s kohlearnim implantom u dobi od 8;09 do 11;00 godina ispitan je na 10 zadataka fonološke svjesnosti koji mjere 10 različitih vještina. U usporedbi s djecom urednog sluha izjednačenom prema kronološkoj dobi, djeca s kohlearnim implantom postigla su statistički značajno slabije rezultate. Detaljnijom analizom uočeno je da je zadatak samostalne proizvodnje rime bio najzahtjevniji ispitanicima te da su složeniji zadaci manipulacije fonemima, suprotno očekivanjima, bili uspješno riješeni. Kao važan čimbenik izdvaja se usvojena vještina čitanja za koju se smatra da pozitivno doprinosi razvoju fonološke svjesnosti. Općeniti slabiji rezultati pripisuju se lošijim jezičnim sposobnostima te mogućim teškoćama radnog pamćenja. Stvarnu sliku razvoja fonološke svjesnosti djece s kohlearnim implantom potrebno je još istraživati na većem broju ispitanika što je i glavno ograničenje ovog istraživanja.

Abstract (english)

Phonological awareness refers to the ability to recognize, form and process units of language smaller than words and is considered one of the most reliable predictors of later success in learning to read. The development of phonological awareness occurs in the same order for all children, although there are many individual differences in the acquisition process. Children with hearing loss have difficulty acquiring these skills due to impaired auditory perception, which is a prerequisite for the formation of correct phonological representations. The use of cochlear implants increases the chances of proper development of phonological awareness, but studies still indicate that children with cochlear implants lag behind their hearing peers. This graduate thesis will explain the concept of phonological awareness and the skills it includes, and explore this topic in the context of hearing loss, with a particular focus on children with cochlear implants. The research aims to contribute to the understanding of the development of phonological awareness in this population, which would allow professionals to focus on problematic areas in the rehabilitation process. The study also aims to encourage further research on this topic in Croatian children with cochlear implants. The aim of the study is to determine whether there are differences between children with cochlear implants and their hearing peers in phonological awareness tasks and establish which tasks are the most challenging for the children tested. A sample of five children with cochlear implants aged 8;09 to 11;00 years were tested in 10 phonological awareness tasks measuring 10 different skills. The children with cochlear implants scored statistically significantly worse compared to their age-matched hearing peers. A more detailed analysis revealed that the task of independently producing rhymes was the most challenging for the children and that more complex tasks involving phoneme manipulation were completed successfully, contrary to expectations. The acquired reading skills are identified as an important factor that contributes positively to the development of phonological awareness. The generally poorer results are attributed to weaker language skills and possible difficulties with working memory. The development of phonological awareness in children with cochlear implants requires further research with a larger number of subjects, which is the main limitation of this study.

• Keywords: fonološka svjesnost; kohlearni implant
• Keywords (english): cochlear implant; phonological awareness
• Language: croatian
• URN:NBN: urn:nbn:hr:158:849922
• Study programme: Title: University graduate study of Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: sveučilišni magistar/magistra logopedije (sveučilišni magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-10-18 13:26:58