Čitanje kod adolescenata s razvojnim jezičnim poremećajem

master's thesis

• Title (english): Reading in Adolescents With Developmental Language Disorder
• Author: Ines Horvat
• Mentor: Jelena Kuvač Kraljević (mentor)
• Mentor: Mirjana Lenček (sumentor)
• Committee member: Jelena Kuvač Kraljević (predsjednik povjerenstva)
• Committee member: Mirjana Lenček (član povjerenstva)
• Committee member: Jasmina Ivšac Pavliša (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2021-09-30, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Razvojni jezični poremećaj (RJP) cjeloživotni je poremećaj kojeg karakteriziraju teškoće s govorenjem i/ili razumijevanjem. Kroz povijest se terminologija mijenjala, a od 2016. prihvaćen je naziv razvojni jezični poremećaj kao dijagnoza koja se dodjeljuje osobama s jezičnim teškoćama bez vidljivog uzroka. Poremećaj je opisan u dvije velike klasifikacije (DSM-5 i MKB-10) koje daju dobar pregled obilježja poremećaja. RJP je relativno čest poremećaj koji se pojavljuje s prevalencijom od oko 7,5%. Osobe s RJP-om imaju teškoće u fonologiji, morfosintaksi, semantici, pragmatici pa i socio-emocionalnom i akademskom području. Adolescentsko razdoblje najviše obilježavaju socio-emocionale teškoće i lošiji akademski uspjeh. RJP vrlo je heterogen poremećaj te se pokazalo da neke osobe s RJP-om imaju teškoće čitanja. Odnos RJP-a i disleksije/poremećaja čitanja objašnjavaju tri modela: model težine, model dodatnog nedostatka i model komorbiditeta. Većina adolescenata s RJP-om ima teškoće čitanja što ne iznenađuje jer su jezične teškoće jedan od glavnih čimbenika rizika za teškoće čitanja. Pozadina teškoća dekodiranja i teškoća razumijevanja pročitanog povezuje se s fonološkim teškoćama te teškoćama morfosintakse i semantike. Teškoće čitanja kod adolescenata s RJP-om utječu na obrazovni uspjeh te je i zbog toga potrebna pravovremena intervencija stručnjaka (logopeda, učitelja...). Intervencije kod adolescenata s RJP-om s teškoćama čitanja uspješnije su kada se jezik i čitanje objedine u terapiji.

Abstract (english)

Developmental language disorder (DLD) is a disorder characterized by difficulty with talking and/or understanding language which affects children and persist into adulthood. Throughout history, the terminology has changed. Since 2016, the label developmental language disorder has been accepted as a diagnosis given to people with language difficulties that have no apparent cause. The disorder is described in two major classifications, DSM-5 and ICD-10 which give a good overview of the characteristics of the disorder. DLD is a relatively common disorder that occurs with a prevalence of about 7,5%. People with DLD have difficulties in phonology, morphosyntax, semantics, pragmatics and even socio-emotional and academic areas. The adolescent period is most marked by socio-emotional difficulties and poorer academic performance. DLD is a very heterogeneous disorder and some people with DLD have been shown to have reading difficulties. The relationship between DLD and dyslexia/reading disorder is explained by three models: the severity model, the additional deficit model and the comorbidity model. Most adolescents with DLD have reading difficulties which is not surprising as language impairment is one of the main risk factors for reading difficulties. Difficulties in both aspects of reading, decoding and reading comprehension, are associated with poor phonological skills and difficulties in morphosyntax and semantics. Reading difficulties in adolescents with DLD affect educational achievement and that is why an early and proper intervention is of great importance (speech and language therapists, teachers...). Interventions in adolescents with DLD with reading difficulties are more successful when language and reading are addressed simultaneously in therapy.

• Keywords: razvojni jezični poremećaj; adolescenti; teškoće čitanja
• Keywords (english): developmental language disorder; adolescents; reading difficulties
• Language: croatian
• URN:NBN: urn:nbn:hr:158:287152
• Study programme: Title: Graduate study of 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: 2022-01-27 12:58:18