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Development of language skills according to D. B. Elkonin's methodology in children with specific language impairment
Rouhová, Eva Marie ; Horynová, Jana (advisor) ; Kotvová, Miroslava (referee)
This bachelor's thesis is focused on the development of language skills according to D. B. Elkonin's methodology in children with specific language impairment. The thesis includes a theoretical part and a practical part. The theoretical part consists of three chapters. In the first chapter, the basic theoretical starting points such as language, speech and communication are defined. The chapter is also focused on the ontogenetic development of speech and language skills and communication disability. The topic of the second chapter is specific language impairment, its symptomatology, diagnosis and therapy. The third theoretical chapter approaches the development of language skills in preschool age from the point of view of linguistic levels. The chapter also describes the D. B. Elkonin's methodology. The practical part of the bachelor's thesis presents a qualitative research investigation, which was carried out using case studies. In the practical part, aims are defined and research questions are set. The aim of the thesis was to find out and describe how individual and group training according to D. B. Elkonin's methodology of children with specific language impairment take place. The sub-goals were to evaluate the advantages and disadvantages of group and individual training according to D. B....
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Influence of Elkonin's method on phonological ability of preschool children
Konopásková, Šárka ; Korandová, Zuzana (advisor) ; Horynová, Jana (referee)
The diploma thesis deals with the influence of Elkonin's method on phonological abilities in preschool age. In the term of content, the thesis is divided into two main parts - teoretical and empirical. The first main part creates a theoretical framework of the selected topic and is further divided into four chapters. First, the basic terminology - speech and language - are defined and the ontogenesis of human speech is conceptualized in more detail. The next chapter describes the phonological skills. There is also a distinction between phonological and phonemic awareness and a possible diagnosis of the field of phonological processing. Above all, the Battery of Tests of Phonological Abilities (by the authors Seidlová Málková and Caravolas) is described, because it was used for the needs of the research. The third chapter characterizes the methodology of D. B. Elkonin. The last chapter approaches school maturity and its diagnosis. The empirical part has a qualitative character and its main purpose of the researche is to analyze the influence of Elkonin's method on the phonological abilities of preschool children. From the research methods the analysis of the results of the activity, the analysis of the documents, the observation and the elaboration of the case study were used. Four preschool...
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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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