Utjecaj vrste diskursa na mikrostrukturu pisanog teksta kod djece s disleksijom

master's thesis

• Title (english): The Effect of Discourse Mode on the Microstructure of Written Text in Children with Dyslexia
• Author: Klara Vladušić
• Mentor: Gordana Hržica (mentor)
• Mentor: Mirjana Lenček (komentor)
• Committee member: Gordana Hržica (predsjednik povjerenstva)
• Committee member: Mirjana Lenček (član povjerenstva)
• Committee member: Jelena Kuvač Kraljević (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2024-09-19, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Obilježja pisane komunikacije djece s disleksijom moguće je promatrati kroz analizu diskursne proizvodnje na mikrostrukturnoj razini. Diskurs podrazumijeva nadrečeničnu jezičnu cjelinu (Ulatowska i sur., 1983) podložnu promjenama u strukturi ovisno o komunikacijskom cilju. Zbog toga razlikujemo više diskursnih oblika. Pripovjedni i izlagački diskursni oblici važni su u obrazovanju te je ovladanost istima povezana s akademskim uspjehom pojedinca (Hall-Mills, 2010). Cilj je ovog rada bio usporediti kvalitetu pisanih jezičnih uzoraka na mikrostrukturnoj razini kod djece s disleksijom u dva diskursna oblika, pripovjednom i izlagačkom. Pisani tekstovi djece s disleksijom kronološke dobi ispod 15 godina (N = 89) preuzeti su iz Hrvatskoga korpusa neprofesionalnog pisanog jezika (HKNPJ; Kuvač Kraljević i sur, 2021) te dodatno kodirani prema pravilima Codes for the Human Analyses of Transcripts (CHAT) i zatim obrađivani u računalnom programu Computerized Language Analysis (CLAN). Za svaki pisani uzorak izračunate su jezične mjere produktivnosti, sintaktičke složenosti i rječničke raznolikosti. Dobiveni rezultati ukazali su na veću produktivnost u pripovjednim, a rječničku raznolikost u izlagačkim tekstovima. Na dvije jezične mjere sintaktičke složenosti (prosječna duljina klauze i gustoća klauze) uočene su značajne razlike među žanrovima, međutim, smjer razlika je oprečan. U oba diskursna oblika, djeca s disleksijom u jednakoj mjeri i na jednak način griješe. Uočene su pogreške na fonološkoj, morfosintaktičkoj i semantičkoj razini te pogreške uzrokovane nepoštivanjem ortografije jezika. Ovaj rad pruža doprinos stranim i hrvatskim istraživanjima koji se bave pismenim izražavanjem osoba s disleksijom. Istovremeno, naglašava potrebu za daljnjim istraživanjima s ciljem podrobnijeg razumijevanja obilježja pisanja kod ove populacije. Saznanja dobivena ovim istraživanjem pružaju smjernice za rad s djecom s disleksijom ističući važnost proizvodnje pisanih diskursa različitih funkcija koji bi pružili detaljniji uvid u jezične sposobnosti djeteta. Ove smjernice korisne su kako u logopedskom tako i u obrazovnom okruženju.

Abstract (english)

Written communication of children with dyslexia can be observed through the analysis of discourse production at the microstructural level. Discourse is defined as language that extends beyond individual sentences (Ulatowska et al., 1983) and is shaped by the communicative goal, leading to the distinction of various discourse genres. Mastery of narrative and expository genres is crucial in education, as it plays a significant role in an individual's academic success (Hall-Mills, 2010). The aim of this paper was to compare the quality of written language samples at the microstructural level in children with dyslexia in two discourse genres, narrative and expository. The written texts of children with dyslexia under the age of 15 (N = 89) were taken from the Croatian Corpus of Non-Professional Written Language (HKNPJ; Kuvač Kraljević et al., 2021), coded according to the rules of the Codes for the Human Analyzes of Transcripts (CHAT) and then processed in the computer program Computerized Language Analysis (CLAN). Linguistic measures of productivity, syntactic complexity and vocabulary diversity were calculated for each written sample. The obtained results indicated greater productivity in narrative texts, but greater lexical diversity in expository texts. On two linguistic measures of syntactic complexity (mean length of clause and clause density), significant differences between genres were observed, however, the direction of the differences was opposite. In both discourse genres, children with dyslexia made mistakes to the same extent and in the same way. Errors were observed on the phonological, morphosyntactic and semantic level, as well as errors caused by not respecting the orthography of the language. This paper provides a contribution to foreign and Croatian research of the written expression in students with dyslexia. It also highlights the need for further research to gain a deeper understanding of the writing characteristics of this population. The knowledge obtained through this research provides guidelines for working with children with dyslexia, emphasizing the importance of producing written discourses of various functions that would provide a more detailed insight into the child's language abilities. These guidelines are useful in both speech therapy and educational settings.

• Keywords: disleksija; diskursni oblici; pisanje; mikrostruktura; školska dob
• Keywords (english): Dyslexia; discourse genres; writing; microstructure; school-age children
• Language: croatian
• URN:NBN: urn:nbn:hr:158:438879
• 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: 2024-10-18 13:22:01