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Diagnosis of spelling of 3rd and 5th grade elementary school students and factors influencing the level of orthographic skills.
Dolníková, Věra ; Felcmanová, Lenka (referee)
The presented rigorous thesis continues and expands the thesis of the author of the text entitled Written expressions of pupils of the 3rd and 5th grades in diagnostic dictations (Dolníková, 2017). The work deals with the issue of written expression of pupils in the Chomutov region. Research part 1 compares the spelling skills of pupils of different types of schools and pupils with a specific developmental disorder of school skills. It briefly describes not only the basic etiology of difficulties in writing, but also reflects related external factors that can affect the quality of written expression, such as the teaching method, location or type of school, socio- economic status, and it also addresses distance learning as a new phenomenon of the times. Using quantitative methodology, it assesses the level of spelling skills of the research sample in two different diagnostic tests (Novák, 2002 and Caravolas & Volín, 2005). Monitors the differences in the level of mastery of spelling of individual types of classes, or schools. The research also compares the spelling skills of pupils with a specific learning disability and pupils from an area with a higher incidence of socio-economic disadvantage. Research part 2 is aimed at investigating the level of spelling skills of the given grades in the...
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Diagnosis of spelling of 3rd and 5th grade elementary school students and factors influencing the level of orthographic skills.
Dolníková, Věra ; Felcmanová, Lenka (referee)
The present rigorous thesis is a continuation of the author's master thesis Written expressions of pupils at the 3rd and 5th grades in diagnostic dictations. The thesis deals with the issue of written expression of pupils of 3rd and 5th grades of primary schools in the Chomutov region. It compares the spelling skills of pupils from different types of schools and pupils with specific developmental disorders. It briefly describes not only the basic aetiology of writing difficulties, but above all reflects on external factors that can influence the quality of written expression, such as teaching method, location or type of school, socio-economic status, and newly focuses on distance learning as a new phenomenon of the time. Using a quantitative methodology as well as a qualitative assessment, it summarizes the level of spelling skills of the research sample in two different diagnostic tests (Novák, 2002 and Caravolas & Volín, 2005). It looks at the differences in the level of spelling mastery between different types of classes or schools. The research also compares the spelling skills of pupils with specific learning disabilities and pupils from an area with a higher incidence of socio-economic disadvantage. The thesis also adds a new investigation into the level of spelling skills of given year...
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Written expressions of pupils at the 3rd and 5th graders in diagnostic dictation
Dolníková, Věra ; Kucharská, Anna (advisor) ; Špačková, Klára (referee)
This diploma thesis deals with the issue of written expression of pupils in relation to their region and the type of schools in which they are educated. It also deals with spelling skills of pupils with specific developmental disorders of scholastic skills. The theoretical part summarizes the findings relating to the development of writing skills. It describes two basic developmental models, as well as the diagnostics of spelling. The research part consists of two assessment methods such as the quantitative methodology and the qualitative research methods which summarize the level of spelling skills contained in the research sample. The diagnosis revealed that both of the assessment methods are reliable and comparable for the diagnosis of the specific developmental disorders of scholastic skills and their outputs. The research revealed lower scores amongst pupils in the region who were included in the conducted tests used for the research. This research helped to define similarities and differences in spelling skills between socially disadvantaged pupils and pupils with specific developmental disorders of scholastic skills. Keywords: specific developmental disorders of scholastic skills, dysorthographia, development of writing skills, spelling diagnostics, writing tests, social disadvantages
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