master's thesis
The balance and motor performance in students with specific learning disabilities

Mateja Usorac (2017)
University of Zagreb
Faculty of Education and Rehabilitation Sciences
Metadata
TitleRavnoteža i motorička izvedba kod učenika sa specifičnim teškoćama učenja
AuthorMateja Usorac
Mentor(s)Mirjana Lenček (thesis advisor)
Abstract
Cilj rada bio je utvrditi postoje li razlike na zadacima ravnoteže i motoričke izvedbe između skupine učenika sa specifičnim teškoćama učenja i skupine učenika urednog razvoja. Nastojalo se utvrditi i postoji li povezanost vještine čitanja s uspjehom u zadacima ravnoteže i motoričkim zadacima kod svih ispitanika zajedno. Ispitano je 64-ero učenika četvrtih razreda redovnih osnovnih škola Grada Zagreba. Mann - Whitney U testom dobivena je statistički značajna razlika između učenika sa specifičnim teškoćama učenja i učenika urednog razvoja u izvršavanju zadataka ravnoteže, kao i u izvršavanju motoričkih zadataka. Učenici urednog razvoja postigli su bolji ukupan rezultat na zadacima ravnoteže i motoričkim zadacima od učenika sa specifičnim teškoćama učenja. Dobiveni rezultati podupiru teoriju cerebelarnog nedostatka u smislu postojanja teškoća s ravnotežom i motorikom kod djece koja imaju specifične teškoće učenja. Spearmanovim koeficijentom korelacije utvrđena je povezanost varijabli ravnoteže i varijabli motorike i uspjeha u pojedinim zadacima čitanja: ukupni rezultat na varijablama ravnoteže statistički značajno korelira s varijablama brzine i točnosti čitanja, a ukupni rezultat na varijablama motorike statistički značajno korelira s varijablom razumijevanje. Lošiji rezultati djece sa specifičnim teškoćama učenja u smislu postojanja teškoća ravnoteže i motoričkih teškoća ukazuju na moguću disfunkciju cerebeluma. Potrebna su daljnja istraživanja kako bi se jasnije utvrdilo koje su sve veze vještine čitanja i ravnoteže te vještine čitanja i motorike i zašto do tih veza dolazi.
Keywordsspecific learning disabilities typical development motor skills balance reading skills
Parallel title (English)The balance and motor performance in students with specific learning disabilities
Committee MembersMirjana Lenček (committee chairperson)
Luka Bonetti (committee member)
Jasmina Ivšac Pavliša (committee member)
GranterUniversity of Zagreb
Faculty of Education and Rehabilitation Sciences
PlaceZagreb
StateCroatia
Scientific field, discipline, subdisciplineSOCIAL SCIENCES
Education/Rehabilitation Sciences
Study programme typeuniversity
Study levelgraduate
Study programmeSpeech and Language Pathology
Academic title abbreviationmag. logoped.
Genremaster's thesis
Language Croatian
Defense date2017-03-24
Parallel abstract (English)
The aim of this study was to determine whether there are differences in the tasks of balance and motor performance between the group of students with specific learning disabilities and the group of typically-developing students. Also, it tried to determine whether there is a correlation between the reading skills and the success in balance and motor tasks in all subjects together. In this study 64 students of the fourth grade of elementary schools in Zagreb were examined. The results of Mann Whitney U test showed statistically significant difference between the students with specific learning disabilities and typically-developing students in the balance tasks performance as well as in the motor tasks performance. Typically-developing students reached a better total score in balance and motor tasks than students with specific learning disabilities. The results support the cerebellar deficit hypothesis in terms of the existence of difficulties in balance and motor skills for children with specific learning disabilities. The results of Spearman's rank correlation coefficient showed correlation between variables of balance and motor skills and success in certain tasks of reading: the total score in balance variables statistically significantly correlates with speed variables and the accuracy of reading, and the total score in motor variables statistically significantly correlates with variable understanding. Worse results of children with specific learning disabilities in terms of the existence of balance and motor difficulties suggest possible cerebellar dysfunction. Further research is needed to clearly determine the correlations between reading skills and balance and between reading skills and motor skills, and why these connections co-occur.
Parallel keywords (Croatian)specifične teškoće učenja uredan razvoj motorika ravnoteža čitanje
Resource typetext
Access conditionOpen access
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:158:156735
CommitterIvanka Šarić