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Creation and Use of Worksheets for Younger School-age Children with Specific Language Impairment
Bártová, Sandra ; Horynová, Jana (advisor) ; Korandová, Zuzana (referee)
The diploma thesis deals with the topic of speech therapy intervention and its specifics in children of younger school age with developmental dysphasia, taking into account the practical use of worksheets. The theoretical part of the work characterizes the child's development in the period of younger school age with an emphasis on the development of cognitive and language abilities and the definition of the terms language, speech and communication. In the theoretical part of the thesis developmental dysphasia is described as a complex disruption of communication skills affecting the child's functioning in the educational process. In conclusion, space is devoted to the introduction of developmental dysphasia speech therapy intervention options used in the Czech Republic and abroad. The practical part represents a qualitative research investigation, focusing on verification of the usability of created therapeutic materials for three pupils of younger school age with developmental dysphasia. In the research the method of case studies was used, main methods of data collection were observation and documentation analysis. KEYWORDS younger school age, speech, developmental dysphasia, case study, speech therapy intervention
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Expressive vocabulary of selected parts of speech in children of preschool age
Větrovská Zemánková, Alžběta ; Klenková, Jiřina (advisor) ; Komorná, Marie (referee)
Abstact This thesis relates to logopedic theme. It is focused on the issue of expressive vocabulary in preschool age. The main goal is an analysis of this area in children with specific language impairment and in intact children. In the research survey the analysis of the expressive vocabulary is carried out by using a test which was created for this intent. The test contains three subtests focused on different parts of speech. These are nouns, verbs and adjectives. With this test the evaluation of a range of expressive vocabulary and quality of expression is possible. The resulting data show that within the quality of expresion there is a greater difference between proband groups than in the range of expressive vocabulary. The thesis also describes in detail the differences in range of expressive vocabulary depending on individual parts of speech and on ways of inquiring about test entries which are different in individual parts of subtests. The research also includes the analysis of influence of a few chosen social aspects on range of expressive vocabulary and on quality of expression. In the group of intact probands the length of preschool education and number of siblings seems to be a statistically significant factor in relation to the range of expressive vocabulary. The quality of expression correlated...
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Learning Primary Literacy of Children with Specific Language Impairment
Milanovská, Lýdia ; Klenková, Jiřina (advisor) ; Kopečný, Petr (referee)
This thesis solves deals with special pedagogical problems of primary literacy acquisition of the children with specific language impairment. The aim is to analyze the phenomena, which disrupt the process of acquiring written language forms of the pupils with this diagnosis and to record factors, which help to streamline this process. Another task is to propose the steps to help overcome the problems caused by impaired communication skills by teaching analytic-synthetic method. The theoretical part is the basis for meeting the targets. It describes specific language impairment as one of the categories of impaired communication skills and its consequences for education. Attention is given to the topic of literacy. Emphasis is particularly given on the initial reading literacy. This period is seen in the context of the speech development and the psycholinguistic concept of literacy is introduced, where the skill of phonemic awareness has a central position. At the end of the theoretical part, the methods of teaching of reading are described. The practical part presents the research study, which was carried out in several consecutive phases: initial diagnostic phase, observation of pupils in various stages of teaching of reading, implementation of methodical support measures and the final assessment of the...
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Special educational support for children with multiple disabilities in preschool
Havelková, Markéta ; Šumníková, Pavlína (advisor) ; Zemková, Jaroslava (referee)
Annotation: Specifically pedagogical support of the child with developmental dysphasia and visual impairment in pre- school age Bachelor thesis deals with the special educational support of the child with developmental dysphasia and visual disabilities integrated in pre-school. The aim of the work was to monitor the progress of the integration of this child, the development of its capabilities, describe the specifics of the pedagogical approach, the interaction of the surroundings of the child with a problematic verbal manifestation, the adoption of an integrated child in the classroom the other children and teachers and to record any change in the climate in the team. I also watched the potential risks, which may in the integration to occur. The submitted work is in the theoretical part, consisting of a summary of the findings on the development dysphasia, the visual and the combined disability. Further it introduce into the topic of care and education of a child with disabilities and integration into the school facilities, with a focus on the integration of pre-school age, including the individual education plan and assistant teacher. The research part of the course acquaints with the diagnosis of an integrated child, with the conditions of the integration and its concrete realization. The results of the...
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Interaciton between speech and motion of a schoolgirl with developmental dysphasia
Mielniková, Renáta ; Housarová, Blanka (advisor) ; Štěpáníková, Alena (referee)
Final work "Interaction between speech and motion of a schoolgirl with developmental dysphasia" is focusing on finding in which way are speech and movement skill interacting specifically in the case of a school-girl with serious developmental dysphasia. In its theoretical part I'm focusing at first on the term disturbed communication ability, development dysphasia, its symptomatology and then at the term verbal development dyspraxia. Important information concerning this dilemma are also listed in second chapter which focuses on the problem of reading, process of mastering of reading and writing with understanding. The third chapter of the theoretical part is focusing on characteristics of terms as movement, motoric acts, coordination and also dyspraxia. I based the practical part on testing of children of the third grade at usual basic school as well as at the basic logopaedia school, which is attended also by the school-girl with serious development dysphasia I've been observing and monitoring. I created two different tests. First about reading with understanding and then second one about movement abilities. Their goal was to find in which way are reading and movement abilities interacting. In the end of my work I'm summarizing all the gathered findings, I'm also comparing results of testing...
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Evaluation od Developmetnal Dyspraxia in Children with Developmental Dysphasia
Morávková, Markéta ; Kraus, Josef (advisor) ; Zounková, Irena (referee)
Diplomová práce Hodnocení vývojové dyspraxie u dětí s vývojovou dysfázií Abstract This thesis focuses on possible incidence of developmental dyspraxia among children with developmental dysphasia. Theoretical part of the study summarizes information about developmental dyspraxia (sometimes also known as developmental coordination disorder). It also describes developmental dysphasia which is predominantly studied in logopaedics and it is less known in physiotherapy. The link between these disorders is the topic of the last chapter of the theoretical part. The aim of the practical part is to evaluate motor skills of children with developmental dysphasia with usage of diagnostic battery Movement Assessment Battery for Children 2. Both foreign and newly published Czech population norms have been used for analysis of the results. In the research, 89 children with average age of 69 months have been examined. The first group included 41 children with developmental dysphasia. For this first group, the control group of 48 children was also set up. The research proved statistically significant difference between motor skills of children with developmental dysphasia in comparison to the control group. This difference has been proven by both Czech and foreign norms. On the other hand difference between motor skills of...
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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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Early reading skills in children with specific language impairment
Richterová, Eva ; Seidlová Málková, Gabriela (advisor) ; Kucharská, Anna (referee) ; Vitásková, Kateřina (referee)
Eva Richterová - Early reading skills development in children with specific language impairment This study investigated the development of early reading skills in children with specific language impairment within a psycholinguistic framework. The investigation is based on theories concerning linguistic and cognitive skills which play a crucial role in the development of reading skills. This approach is utilized to identify groups which are at risk of difficulties in literacy acquisition as a result of language impairment. Theoretical background of reading development in children with SLI is presented, in addition to current knowledge about the relationship between language and reading skills. Studies on SLI highlight the need of longitudinal investigations, which enable better understanding of the relationship between literacy development and preliteracy skills. The aim of the study was to provide a systematic description of the reading skills development in children with SLI from first to fourth Grade. A group of 25 children with SLI was repeatedly investigated in terms of their reading skills (decoding and reading comprehension) and preliteracy skills. Assessment of language and cognitive skills was also carried out and involved phonological awareness, rapid authomatised naming, and letter...
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