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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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The Relationship between Theory of Mind and Language Skills in Preschool Children
Cajthamlová, Tereza ; Sotáková, Hana (advisor) ; Páchová, Anna (referee)
This thesis focuses on the relationship between theory of mind and language skills in Czech preschoolers. The theoretical part summarizes current knowledge about theory of mind, its relationship to language skills, and some areas of development of preschool children. The empirical part describes the research of the relationship between theory of mind and language skills of Czech preschoolers. Fifty-five children in total participated in this research, twenty children in a younger group (m=42 months), and thirty-five children in an older group (m=54 months). Theory of mind has been assessed by two false-belief tasks: Sally-Ann Task, and Smarties task. Language skills were tested by Grammar reasoning test, and Understanding of grammar test from test battery of Seidlová-Málková and Smolík (2014). The older group has significantly better results in false-belief tasks then the younger group. Despite anticipated results, there was not statistically significant difference between the younger and the older groups' language skills. A moderate positive correlation was found between language skills and false-belief understanding in both groups. KEYWORDS Theory of Mind, False Belief Understanding, Language Skills, Preschoolers, Sally-Ann Task, Smarties Task
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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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The relationship between theory of mind and language skills in preschool children
Cajthamlová, Tereza
This thesis focuses on the relationship between theory of mind and language skills in Czech preschoolers. The theoretical part summarizes current knowledge about theory of mind, its relationship to language skills, and some areas of development of preschool children. The empirical part describes the research of the relationship between theory of mind and language skills of Czech preschoolers. Fifty-five children in total participated in this research, twenty children in a younger group (m=42 months), and thirty-five children in an older group (m=54 months). Theory of mind has been assessed by two false-belief tasks: Sally-Ann Task, and Smarties task. Language skills were tested by Grammar reasoning test, and Understanding of grammar test from test battery of Seidlová-Málková and Smolík (2014). The older group has significantly better results in false-belief tasks then the younger group. Despite anticipated results, there was not statistically significant difference between the younger and the older groups' language skills. A moderate positive correlation was found between language skills and false-belief understanding in both groups. KEYWORDS Theory of Mind, False Belief Understanding, Language Skills, Preschoolers, Sally-Ann Task, Smarties Task
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Connecting Language Skills and Reading Development - Reading Comprehension
Jahodová, Anna ; Seidlová Málková, Gabriela (advisor) ; Richterová, Eva (referee)
Our research follows up longitudinal study of doc. PhDr. Gabriela Seidlová Málková, Ph.D. on Faculty of humanities, Charles University. In the years 2010-2012 four subsequent research of 127 preschool children age 3,5 - 5,5 years took place. In 2017 we succeeded in searching for 40 children attending at that time 5th class in elementary school. We captured current abilities of that children, especially reading. Our interest was to investigate decoding and reading comprehension. In agreement with previous research results we found out, that reading comprehension relates statistically significantly to decoding skill, listening comprehension, vocabulary, language awareness and nonverbal intelligence (all in elementary school). Based on the tests in nursery school, we divided children to three groups, and we described two outer - more (Comparative group) and less (Deficit group) language equipped. We traced reading profiles of these two groups in elementary school (5th grade). Keywords: language skills, reading literacy, reading comprehension, reading abilities, diagnostics of reading, development of reading skills, decoding
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The relationship between theory of mind and language skills in preschool children
Cajthamlová, Tereza
This thesis focuses on the relationship between theory of mind and language skills in Czech preschoolers. The theoretical part summarizes current knowledge about theory of mind, its relationship to language skills, and some areas of development of preschool children. The empirical part describes the research of the relationship between theory of mind and language skills of Czech preschoolers. Fifty-five children in total participated in this research, twenty children in a younger group (m=42 months), and thirty-five children in an older group (m=54 months). Theory of mind has been assessed by two false-belief tasks: Sally-Ann Task, and Smarties task. Language skills were tested by Grammar reasoning test, and Understanding of grammar test from test battery of Seidlová-Málková and Smolík (2014). The older group has significantly better results in false-belief tasks then the younger group. Despite anticipated results, there was not statistically significant difference between the younger and the older groups' language skills. A moderate positive correlation was found between language skills and false-belief understanding in both groups. KEYWORDS Theory of Mind, False Belief Understanding, Language Skills, Preschoolers, Sally-Ann Task, Smarties Task
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The Relationship between Theory of Mind and Language Skills in Preschool Children
Cajthamlová, Tereza ; Sotáková, Hana (advisor) ; Páchová, Anna (referee)
This thesis focuses on the relationship between theory of mind and language skills in Czech preschoolers. The theoretical part summarizes current knowledge about theory of mind, its relationship to language skills, and some areas of development of preschool children. The empirical part describes the research of the relationship between theory of mind and language skills of Czech preschoolers. Fifty-five children in total participated in this research, twenty children in a younger group (m=42 months), and thirty-five children in an older group (m=54 months). Theory of mind has been assessed by two false-belief tasks: Sally-Ann Task, and Smarties task. Language skills were tested by Grammar reasoning test, and Understanding of grammar test from test battery of Seidlová-Málková and Smolík (2014). The older group has significantly better results in false-belief tasks then the younger group. Despite anticipated results, there was not statistically significant difference between the younger and the older groups' language skills. A moderate positive correlation was found between language skills and false-belief understanding in both groups. KEYWORDS Theory of Mind, False Belief Understanding, Language Skills, Preschoolers, Sally-Ann Task, Smarties Task
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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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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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