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Morfological and phonological awareness as predictors of reading literacy
LIETAVCOVÁ, Martina
The dissertation is engaged in reading pre-literacy difficulties from the point of view of psychological and psycholinguistic, particularly the factors that influence the development of reading literacy before children start to attend elementary schools. The aim is to analyze the factors which are considered as fundamental to the development of pre-reading skills, and above all it emphasizes phonological and morphological factors. Morphological factors seem to be applicable in transparent, consistent orthographic systems, that also include the Czech language environment. The empirical part presents the results of quantitative survey made with some children before starting their elementary education. It is followed by thorough longitudinal examination of pupils when the influence of morphological reading skills is observed. The results showed that the influence of morphological awareness in the Czech language environment is comparable to the predictable effect of phonological awareness. However, both types of the predictors appear in a different way, according to various reading parameters. Phonological awareness is closely related to decoding (especially to the speed of reading), on the other hand morphological awareness is related to reading comprehension. While testing the child´s comprehension, two various circumstances were distinguished, loud and quiet reading. While reading loud the position of morphological awareness is a lot more dominant compared to the position of phonological awareness. By the appearance, the predictable effect of morphological and phonological awareness was changing if the two predictors were studied individually or as the set of all the used predictors. The study of research helps to recognize the "backward" children having big problems with morphological skills that can endanger their further development of reading. The results have been put in context along with the professional Czech and foreign literature data.
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Phonological abilities of preschool children
Kukolová, Alice ; Korandová, Zuzana (advisor) ; Horynová, Jana (referee)
The presented diploma thesis is focused on a special pedagogical topic and deals with the phonological abilities of preschool children. The diploma thesis is structured into theoretical and practical part. In the theoretical part the reader is introduced with the characteristics of preschool children, principles of the school education system in the Czech Republic based on current legislation, the school's maturity and readiness and the diagnosis of preschool children. The work also presents various divisions of the ontogenesis of speech, language and communication and characterizes individual language levels. The work also describes the development of phonological abilities and introduces phonological abilities in the context of reading literacy. A separate subchapter is devoted to possible diagnostic tools for the diagnosis of phonological abilities and another subchapter is about the Batteries of tests of phonological abilities by Gabriela Seidlová Málková and Markéta Caravolas which was performed in the empirical part. In the empirical part we deal with the analysis of phonological abilities of preschool children. A qualitatively oriented research was made in two classes of two kindergartens. The chosen methods of thesis were observation, analysis of the results of activities and analysis of...
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Phonological abilities of children with dyslalia in preschool age
Jusková, Denisa ; Korandová, Zuzana (advisor) ; Horynová, Jana (referee)
The diploma thesis deals with the issue of phonological abilities of children with dyslalia in preschool age. The main goal of the thesis lies therefore in the analysis of the phonological abilities of the stated target group. Based on the main goal, partial objectives and research questions were defined. A method of qualitative research strategy - a case study was used to fulfil the objectives of the thesis. To gather the data, test methods and analysis of the available documents were used. To create a comprehensive picture of the monitored children, the methods mentioned above were supplemented with an interview with a clinical speech therapist. The thesis is divided into two parts, the theoretical part and the empirical part. The theoretical part consists of three chapters. The first chapter deals with the definition of key terms such as communication, communication skills, as well as the development of speech, language and communication. In this chapter, attention is paid also to a preschool child. The second chapter describes the issue of phonological abilities, which are presented in the context of the phonetic- phonological language level. The last chapter looks into the issue of dyslalia. The empirical part is then devoted to the description of the whole process of the research survey....
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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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