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Foreign language aptitude of pupils with learning disabilities at the beginning of the foreign language acquisition at the elementary school
Špačková, Klára
The dissertation is dealing with the issue of foreign language aptitude and foreign language abilities of pupils with learning disabilities at the beginning of the foreign language acquisition. The first part of the work describes general theories of the foreign language acquisition and introduces the current trends in education of pupils with learning disabilities in the process of foreign language learning. The second part of the work describes the research, which aim was to investigate the quality and the devlepoment of the foreing language aptitude of the pupils with learning disabilities during the first year of foreign language study at the elementary school. Foreign language aptitude and foreign language abilities were compared with foreign language achievement and with native language and reading skills. Key words: foreign language aptitude, foreign language abilities, phonological skills, specific learning disabilities, components of language
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Development and structure of phonological skills in early preschool age
Kulhánková, Eliška ; Seidlová Málková, Gabriela (advisor) ; Kucharská, Anna (referee)
The development and structure of very early phonological skills were semi longitudinally examined in 127 preschool children (mean age in T1 was 46 months and in T2 56,5 months). Children were assessed by three test of phonological awareness (Syllable matching, Syllable blending and Phoneme matching) and by two tests of phonological processes (Nonword repetition test and Rapid naming). Nonparametric statistical methods demonstrate no gender differences, except the Phoneme matching task in T1, girls were slightly better. The structure of phonological skills was examined by exploratory factor analysis. Results indicate that in younger children the performance have been explained by two factors: (a) Matching (Syllable matching and Phoneme matching tasks) and (b) Synthesis and Phonological short-term memory. Nevertheless the eigenvalue of the second factor lies on the border of acceptance. Rapid naming was independent dimension. In older children factor analysis revealed one factor, which was called Phonological awareness a Phonological short-term memory (all test of phonological awareness and Nonword repetition). Rapid naming was independent again. Our results supports two dimensional model of phonological skills in preschool age: a) dimension of phonological awareness and short-term phonological...
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Foreign language aptitude of pupils with learning disabilities at the beginning of the foreign language acquisition at the elementary school
Špačková, Klára
The dissertation is dealing with the issue of foreign language aptitude and foreign language abilities of pupils with learning disabilities at the beginning of the foreign language acquisition. The first part of the work describes general theories of the foreign language acquisition and introduces the current trends in education of pupils with learning disabilities in the process of foreign language learning. The second part of the work describes the research, which aim was to investigate the quality and the devlepoment of the foreing language aptitude of the pupils with learning disabilities during the first year of foreign language study at the elementary school. Foreign language aptitude and foreign language abilities were compared with foreign language achievement and with native language and reading skills. Key words: foreign language aptitude, foreign language abilities, phonological skills, specific learning disabilities, components of language
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Development and structure of phonological skills in early preschool age
Kulhánková, Eliška ; Seidlová Málková, Gabriela (advisor) ; Kucharská, Anna (referee)
The development and structure of very early phonological skills were semi longitudinally examined in 127 preschool children (mean age in T1 was 46 months and in T2 56,5 months). Children were assessed by three test of phonological awareness (Syllable matching, Syllable blending and Phoneme matching) and by two tests of phonological processes (Nonword repetition test and Rapid naming). Nonparametric statistical methods demonstrate no gender differences, except the Phoneme matching task in T1, girls were slightly better. The structure of phonological skills was examined by exploratory factor analysis. Results indicate that in younger children the performance have been explained by two factors: (a) Matching (Syllable matching and Phoneme matching tasks) and (b) Synthesis and Phonological short-term memory. Nevertheless the eigenvalue of the second factor lies on the border of acceptance. Rapid naming was independent dimension. In older children factor analysis revealed one factor, which was called Phonological awareness a Phonological short-term memory (all test of phonological awareness and Nonword repetition). Rapid naming was independent again. Our results supports two dimensional model of phonological skills in preschool age: a) dimension of phonological awareness and short-term phonological...
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Phonological skills in prevention of reading disabilities
KRAJÍCOVÁ, Markéta
This diploma thesis called ?Phonological skills in prevention of readers difficulty? focuses on recognizing of the relationship between phonological skills and reading in czech (transparent) language environment. Theoretical part gives a definition of dyslexia and gives her typology. It delimits the causes, diagnostics, rectification and influence of dyslexia on a child. It advises how to work with pupils with dyslexia. Practical part contains own testing of pupils´ phonological skills. It describes procedure and the method of measurement, it gives description of exercises and gained experience.
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The influence of morphological vs. phonological awareness on reading
POKORNÁ, Veronika
The aim of this thesis is to research the influence of phonological and morphological awareness on reading of primary school children (second to fifth grade). Until recently, the research of morphological influence on reading had received little attention by researchers and educators. The thesis is divided into two parts ? the theoretical and practical part. The theoretical part is concern with the characteristic of dependent variables (reading speed, reading comprehension) and independent variables (phonological and morphological awareness). It also sheds light on reading literacy. The practical part is concern with the research of these effects. There have been set up the targets and hypotheses and characterized the sample of examined children. It has been also described the testing methods themselves, which had been used, as well as the procedure at the tests assignment. Especially the research results and their interpretation were introduced in the thesis.
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