Greške u pisanju učenika s disleksijom u 4. razredu osnovne škole i učenika bez teškoća čitanja i pisanja

master's thesis

• Title (english): Writing errors among 4th grade dyslexic and non-dyslexic students
• Author: Monika Martinović
• Mentor: Mirjana Lenček (mentor)
• Committee member: Mirjana Lenček (predsjednik povjerenstva)
• Committee member: Jasmina Ivšac Pavliša (član povjerenstva)
• Committee member: Luka Bonetti (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2018-09-27, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Glavne karakteristike disleksije su teškoće u čitanju i pisanju. Istraživanja su uglavnom usmjerena na čitanje, puno manje pažnje pridaje se pisanju. U hrvatskom jeziku ne postoji tipologija grešaka kao niti opsežniji opis obilježja pisanja učenika s disleksijom. Stoga je cilj ovoga rada bio opisati pojavnost i vrstu grešaka u pisanju kod učenika s disleksijom u 4.razredu osnovne škole i učenika bez teškoća čitanja i pisanja kako bi se pridonijelo oblikovanju tipologije grešaka. Ispitane su razlike između ove dvije skupine u ukupnom broju grešaka u pisanju prema diktatu kao i u broju grešaka na pojedinoj vrsti greške. U istraživanju je sudjelovalo dvadesetero učenika 4.razreda zagrebačkih osnovnih škola, 10 učenika s dijagnosticiranom disleksijom i 10 učenika bez teškoća čitanja i pisanja. Učenici su ispitani diktatom „Proljeće“ čiji je čitani oblik snimljen u programu Cubase 5. Rezultati su obrađeni statističkim programom IBM® SPSS® Statistics 22. Istraživanje je pokazalo učenici s disleksijom čine iste greške u pisanju kao i učenici bez teškoća čitanja i pisanja, ali postoji statistički značajna razlika u broju grešaka. U diktatima obje skupine učenika pronađeno je najviše pravopisnih grešaka. U diktatima učenika bez teškoća čitanja i pisanja prevladavaju pravopisne greške, a broj ostalih vrsta grešaka je mali. U diktatima učenika s disleksijom nakon pravopisnih grešaka najbrojnije su zamjene riječi, ispuštanje grafema te zamjene grafema.

Abstract (english)

The main characteristics of dyslexia are difficulties with reading and writing. Research on dyslexia has been largely centered on reading, less attention has been given to writing. There is no data about types of writing errors in Croatian language, furthermore there is no detailed description of writing features associated with dyslexia in school age. Therefore, the aim of this study is to describe the incidence and types of writing errors among 4th grade dyslexic and non-dyslexic children. Description of errors should contribute to forming a typology of writing errors in Croatian language. Differences in the number and type of writing errors between dyslexic and non-dyslexic children were examined. The research was conducted on 20 4th grade students, 10 of which are diagnosed with dyslexia, and the others that are without reading and writing difficulties. The students were tested by listening to a dictation of a text called „Proljeće“ which was taped in Cubase 5 software. Statistical analysis was made in IBM® SPSS® Statistics 22. Results have shown that children with dyslexia make same types of errors as their peers without reading and writing difficulties, but children with dyslexia made statistically significant more mistakes in comparison to non-dyslexic peers. Orthographic errors were dominant in both groups. Besides the orthographic errors, children with dyslexia made numerous word substitutions, grapheme substitutions and grapheme omissions.

• Keywords: disleksija; greške u pisanju; transparentna ortografija
• Keywords (english): dyslexia; writing errors; transparent orthography
• Language: croatian
• URN:NBN: urn:nbn:hr:158:174803
• Study programme: Title: Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra logopedije (magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2018-10-30 12:08:39