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The early literacy development and its variability in children at risk of dyslexia: The prediction models of literacy deficits.
Medřická, Tereza ; Kucharská, Anna (advisor) ; Špačková, Klára (referee) ; Bytešníková, Ilona (referee)
In the context of both projects Enhancing literacy development in European languages, work package 2 and The early literacy development and its variability in children at risk of specific learning disabilities, we monitored child development of literacy in preschool age and during the first years of school attendance in a four-stage process. The research group (n = 76) compound of typically developing children (BV = 37), children with the family risk of dyslexia (RR = 22) and children with specific language impairment (NVŘ = 17). We evaluated development of phonemic/phonological, lexical/semantic and morphological/syntactic skills, preliteracy skills and early literacy skills. The last fifth test stage included the assessment of literacy development in 3rd graders. First, a group of children with literacy deficits (n = 9) was identified via the latent profile analysis method. Subsequently, four predictive models of literacy deficits for each stage were created by means of lasso or L-1 penalized regression method. Predictive models follows the trend that until literacy skills are fully automatized (preschool age and the 1st grade), phonemic and phonological skills predominate, but later - after the formal learning to read and write proceeds - early literacy skills are becoming more and more...
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Order of acquisition of grammatical words and forms: on-linequestionnaire
Matějka, Štěpán ; Smolík, Filip (advisor) ; Mertins, Barbara (referee) ; Bytešníková, Ilona (referee)
Grammar acquisition is a widely researched area in international psycholinguistics. A great amount of research has focused on determining the order of acquiring grammatical words and forms in individual languages (e.g. Bloom et al., 1980; Brown, 1973; de Villiers & de Villiers, 1973). By contrast, as regards Czech, to this day there has been only a limited amount of data on the process of the acquisition of grammar words and forms based on empirical research or sourced from an adequate number of child respondents. Some findings about Czech grammar acquisition were introduced e.g. by Pačesová (1979), Chejnová (2016a) or Smolík (2002). The present dissertation therefore aims to collect descriptive data on the acquisition of grammatical words and forms in Czech. It also determines whether these grammar acquisition data can be collected using parent reports (e.g. Fenson et al., 1993, 2007; Rescorla, 1989), a method which has been used primarily to monitor the acquisition of lexis. Grammar acquisition has been examined through parent reports only to a limited extent. The dissertation comprises five parent report surveys, aimed at the acquisition of noun and adjective cases, verb forms, prepositions, interrogative expressions, conjunctions and linking expressions. Data were collected from a total of 580...
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The early literacy development and its variability in children at risk of dyslexia: The prediction models of literacy deficits.
Medřická, Tereza ; Kucharská, Anna (advisor) ; Špačková, Klára (referee) ; Bytešníková, Ilona (referee)
In the context of both projects Enhancing literacy development in European languages, work package 2 and The early literacy development and its variability in children at risk of specific learning disabilities, we monitored child development of literacy in preschool age and during the first years of school attendance in a four-stage process. The research group (n = 76) compound of typically developing children (BV = 37), children with the family risk of dyslexia (RR = 22) and children with specific language impairment (NVŘ = 17). We evaluated development of phonemic/phonological, lexical/semantic and morphological/syntactic skills, preliteracy skills and early literacy skills. The last fifth test stage included the assessment of literacy development in 3rd graders. First, a group of children with literacy deficits (n = 9) was identified via the latent profile analysis method. Subsequently, four predictive models of literacy deficits for each stage were created by means of lasso or L-1 penalized regression method. Predictive models follows the trend that until literacy skills are fully automatized (preschool age and the 1st grade), phonemic and phonological skills predominate, but later - after the formal learning to read and write proceeds - early literacy skills are becoming more and more...
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