Vještina dekodiranja kod djece s receptivnim jezičnim teškoćama na kraju razdoblja početnog čitanja

master's thesis

• Title (english): Decoding skills among children with receptive language difficulties at the end of the initial reading period
• Author: Ana Milat
• Mentor: Jelena Kuvač Kraljević (mentor)
• Committee member: Jelena Kuvač Kraljević (predsjednik povjerenstva)
• Committee member: Mirjana Lenček (član povjerenstva)
• Committee member: Dora Knežević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2024-09-12, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Teorijska pozadina: Povezanost razvojnog jezičnog poremećaja i teškoća čitanja aktualna je, ali i višegodišnja tematika teorijskih i istraživačkih krugova. Jednostavni model čitanja jasno opisuje vezu receptivnih jezičnih vještina i razumijevanja pročitanog. Dokazano je kako ove vještine posredno predviđaju i vještinu dekodiranja (Bishop i Adams, 1990). Ipak, postoji nedostatak istraživanja o takvoj povezanosti u jezicima površinske ortografije. Cilj: Cilj je ovog istraživanja bio utvrditi postojanje povezanosti između receptivnih jezičnih teškoća i vještine dekodiranja kod djece koja su na kraju razdoblja početnog čitanja u hrvatskom jeziku kojeg odlikuje dosljedan odnos grafem-fonem veze. Metodologija: U istraživanju je sudjelovalo 56 sudionika, učenika drugog razreda s receptivnim jezičnim teškoćama. Receptivne jezične teškoće utvrđene su kroz rezultate na Peabody slikovnom testu rječnika (PPVT-III-HR ) i Testu razumijevanja gramatike (TROG-2:HR). Varijable vještine dekodiranja operacionalizirane su kroz točnost i brzinu, koje su procijenjene na temelju rezultata Testa za procjenjivanje početnog čitanja i pisanja, poznatog kao poČIP test. Rezultati: Provođenjem korelacijske analize nije utvrđena povezanost između varijabli receptivnih jezičnih teškoća i vještina dekodiranja, osim između varijable veličine receptivnog rječnika i brzine čitanja pseudoriječi. Djeca s većim receptivnim rječnikom, brže čitaju pseudoriječi. Zaključak: Na temelju podataka deskriptivne obrade, utvrđeno je da su djeca s receptivnim jezičnim teškoćama postigla lošije rezultate na zadacima koji procjenjuju vještinu dekodiranja u usporedbi s djecom urednog jezičnog statusa. Budući da receptivne vještine pretežno nisu povezane s postignutim rezultatima, može se zaključiti da postoje drugi čimbenici koji su u većoj mjeri povezani s vještinom dekodiranja. Prvenstveno se ističu fonološke sposobnosti, koje su od velike važnosti za razvoj vještine dekodiranja u ranim fazama pismenosti kod djece s jezičnim teškoćama.

Abstract (english)

Theoretical Background: The relationship between developmental language disorder and reading difficulties is an actual and longstanding theme in theoretical and research circles. The Simple View of Reading clearly describes the link between receptive language skills and reading comprehension. It has been demonstrated that receptive skills indirectly predict decoding skill (Bishop and Adams, 1990). However, there is a lack of research about such associations for languages with transparent orthography. Objective: The aim of this study was to determine the relationship between receptive language difficulties and decoding skills in children at the end of the initial reading period in Croatian, characterized by a consistent grapheme-phoneme correspondence. Methodology: The study involved 56 participants, second-grade students with receptive language difficulties. Receptive language difficulties were assessed through results on the Peabody Picture Vocabulary Test (PPVT-III-HR) and the Test for Reception of Grammar (TROG-2:HR). Decoding skill variables were operationalized through reading accuracy and reading speed, assessed through results on Test for the Assessment of Initial Reading and Writing, known as the poČIP test. Results: Conducting correlational analysis, no significant associations were generally found between variables of receptive language difficulties and decoding skills, except for the relationship between vocabulary size and the reading speed of pseudowords. Children with a larger receptive vocabulary read pseudowords at a higher speed. Conclusion: Based on the descriptive data analysis, it is evident that children with receptive language difficulties performed worse on tasks assessing decoding skills compared to children with typical language development. Since receptive skills are predominantly not correlated with the outcomes achieved, it can be concluded that other factors are more closely associated with decoding skills. Phonological skills are primarily highlighted as crucial for the development of decoding skills during the initial reading period among children with language difficulties.

• Keywords: razvojni jezični poremećaj; receptivne jezične teškoće; vještina dekodiranja; ortografska transparentnost
• Keywords (english): developmental language disorder; receptive language difficulties; decoding skill; orthographic transparency
• Language: croatian
• URN:NBN: urn:nbn:hr:158:717090
• 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: 2024-10-14 08:42:34