master's thesis
Prereading Skills in Children with ASD-Language Comprehension and Production

Matea Valenčak (2016)
Metadata
TitlePredvještine čitanja kod poremećaja iz spektra autizma-jezično razumijevanje i proizvodnja
AuthorMatea Valenčak
Mentor(s)Jasmina Ivšac Pavliša (thesis advisor)
Sanja Šimleša (thesis advisor)
Abstract
Zbog same važnosti čitanja, sve više pažnje posvećuje se razdoblju prije formalnog učenja čitanja, jer su istraživanja pokazala kako postoje određene predvještine koje su važni pretkazatelji uspjeha u kasnijem ovladavanju čitanja. Jezik, odnosno jezično razumijevanje i proizvodnja važni su čimbenici koji utječu i doprinose tome uspjehu. Kako i djecu urednog razvoja, tako i djecu s poremećajem spektra autizma treba podučavati čitati vodeći računa o sastavnicama koje su važne pri usvajanju čitanja. Sastavnice se dijele na one koje su ključne za vještinu dekodiranja i na one koje su preteča razumijevanja pročitanog, odnosno jezično razumijevanje. Zbog toga je cilj ovog istraživanja bio prikupiti podatke o jezičnom razumijevanju i proizvodnji kod djece s visokofunkcionirajućim autizomom (VFA) ili Aspergerovim sindromom (AS) kao i njihovih vršnjaka tipičnog razvoja te odrediti one predvještine čitanja u kojima se navedene skupine razlikuju. Uzorak je činilo 10 predškolske djece s VFA/AS te 10 predškolske djece urednog razvoja u dobi od 5 do 7 godina. Djeca su ispitivana Peabody slikovnim testom rječnika (PPVT-III-HR), Testom razumijevanja gramatike (TROG-2:HR), Teddy testom za izražavanje semantičkih veza te zadatcima za gramatičko nadopunjavanje. Istraživanje je pokazalo kako nema statistički značajne razlike na PPVT-II-HR testu te TROG-2:HR testu, dok postoji statistički značajna razlika na Teddy testu za izražavanje semantičkih veza i zadatcima za gramatičko nadopunjavanje u korist djece urednog razvoja. Osim prisutnih nedostataka u izražavanju semantičkih veza i izraženih gramatičkih teškoća, jasno se uočavaju i druge jezične specifičnosti karakteristične za djecu s VFA/AS kao što je idiosinkratska upotreba jezika, neologizmi i pedantan jezik koji su doprinijeli razlikama među skupinama, pogotovo na području semantike.
Keywordsprereading skills language comprehension and production high functioning autism Asperger syndrome
Parallel title (English)Prereading Skills in Children with ASD-Language Comprehension and Production
Committee MembersJasmina Ivšac Pavliša (committee chairperson)
Mirjana Lenček (committee member)
Sanja Šimleša (committee member)
GranterSveučilište u Zagrebu
Edukacijsko-rehabilitacijski fakultet
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 date2016-09-07
Parallel abstract (English)
Due to the importance of reading skill, more attention has been paid to the preformal reading acquisition period because the studies had shown that there are specific preskills which are important presigns of success in reading skill acquisition. Language, language comprehension and production are important factors that influence and contribute to this performance. Children of typical development as well as children with the autistic spectrum disorder have to be taught reading paying attention to important reading acquisition components. The components are divided into the ones playing the key role in decoding skill and the others which are precedent to reading comprehension, i.e. language comprehension. Due to these facts, the goal of the research was to collect the data about reading comprehension and production by children with high functioning autism (HFA) or Asperger syndrome (AS) as well as their peers of typical development and determine the prereading skills by which these two mentioned groups differ. The sample was made of 10 preschool children with HFA/AS and 10 preschool children of typical development from 5 to 7 years of age. The children were tested by Peabody Picture Vocabulary Test (PPVT-III-HR), Test for reception of grammar (TROG-2: HR), Teddy Test for investigation of semantic bonds and the grammatical filling tasks. The investigation has shown that there is no statistically significant difference between the PPVT-III-HR and TROG-2: HR test. However, there is statistically significant difference by Teddy Test for investigation of semantic bonds and the grammatical filling tasks in favour of children of typical development. Besides present drawbacks in expression of semantic connections and outstanding grammar difficulties, other linguistic specificities characteristic of children with HFA/AS, like idiosyncratic language use, neologisms and meticulous language, can be detected to. These have contributed to the group differences, especially in semantic area.
Parallel keywords (Croatian)predvještine čitanja jezično razumijevanje i proizvodnja visokofunkcionirajući autizam Aspergerov sindrom
Resource typetext
Access conditionOpen access
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:158:852351
CommitterIvanka Šarić