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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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Preschool children's errors in test of sentence repetition
Novotná, Petra ; Seidlová Málková, Gabriela (advisor) ; Kucharská, Anna (referee)
This bachelor paper offer summary of sentence repetition test and interpret performance data of Czech pre-school children in this test. Primary data of this study come from crosslingvistic longitudinal study Establishing the foundation of Literacy Development in European Language of project ELDEL. The goal of this paper is to introduce a reader with the Sentence Repetition Test, its structure, referention of this test in international context, describe the performances view of this test in pre-school Czech chilldren and evaluate performances of Czech pre-schoolchildren through the qualitative interpretation of mistakes. This study describe main presumption in acquiring reading process, important for this theme. There are mentioned the sensitive grammer markers pointing to the processes of aqiuiring literacy. In this work there are summarized interanational approaches to the Sentence Repetition Test and described knowledges and researches of this test. This paper interpret the data collection, administration and evaluation performances of Czech pre-school children in the Sentence Repetition Test and provide qualitative description. This study endeavour to point out to the Sentence Repetition Test as a possible marker of future children performance in literacy development, what hasn't been identified...
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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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Preschool children's errors in test of sentence repetition
Novotná, Petra ; Seidlová Málková, Gabriela (advisor) ; Kucharská, Anna (referee)
This bachelor paper offer summary of sentence repetition test and interpret performance data of Czech pre-school children in this test. Primary data of this study come from crosslingvistic longitudinal study Establishing the foundation of Literacy Development in European Language of project ELDEL. The goal of this paper is to introduce a reader with the Sentence Repetition Test, its structure, referention of this test in international context, describe the performances view of this test in pre-school Czech chilldren and evaluate performances of Czech pre-schoolchildren through the qualitative interpretation of mistakes. This study describe main presumption in acquiring reading process, important for this theme. There are mentioned the sensitive grammer markers pointing to the processes of aqiuiring literacy. In this work there are summarized interanational approaches to the Sentence Repetition Test and described knowledges and researches of this test. This paper interpret the data collection, administration and evaluation performances of Czech pre-school children in the Sentence Repetition Test and provide qualitative description. This study endeavour to point out to the Sentence Repetition Test as a possible marker of future children performance in literacy development, what hasn't been identified...
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