Diferencialna diagnostika med otroki s specifičnimi motnjami branja in branjem otrok z motnjami v duševnem razvoju

Abstract

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Data

Language:	Slovenian
Year of publishing:	2014
Source:	Ljubljana
Typology:	2.08 - Doctoral Dissertation
Organization:	UL PEF - Faculty of Education
Publisher:	[F. Šimnic]
UDC:	376.1:028.5(043.2)
COBISS:	10055497
Views:	1145
Downloads:	256
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Differential diagnosis between children with specific reading disorders and reading of children with mild intellectual disabilities
Secondary abstract:	The study inquires into the question whether the latent structure of reading disorders in children with mild intellectual disabilities (MID) in the second triad of primary school differs from the latent structure of specific difficulties in reading in peers - with specific reading disorders (SRD) without intellectual disabilities. The primary purpose of the research is to compare their achievements in various specific cognitive reading abilities. The results offer the possibility of creating differential diagnostic criteria for specific deficits in reading and at the same time answer the question how intellectual disability affects the examined cognitive areas and which of these areas suffer the largest damage within intellectual disabilities. All comparative criteria used in the study are identified in recent scientific literature as key criteria in identifying SRD. Achievements in specific cognitive abilities therefore have the value of a criterion, as they indicate the extent of ability deficits - which is valuable information in planning further treatment of children with reading disabilities. The theoretical contribution in the discussion is based on a model of interconnected language faculty, working memory and mental lexicon. We assume that this model explains characteristics of reading disorders in both groups separately and thus the differences between the groups. The designed battery of tests can serve special ed teachers in the future as a differential diagnostic tool and a diagnostic tool to help find out which areas of developing reading skills in children with reading disabilities need more help.
Secondary keywords:	learning difficulty;reading;backward child;mental handicap;učne težave;branje;otrok s posebnimi potrebami;motnje v duševnem razvoju;
File type:	application/pdf
Type (COBISS):	Dissertation
Thesis comment:	Univ. v Ljubljani, Pedagoška fak.
Pages:	178 str.
Type (ePrints):	thesis
Title (ePrints):	Diferencialna diagnostika med otroki s specifičnimi motnjami branja in branjem otrok z motnjami v duševnem razvoju
Keywords (ePrints):	specifične motnje branja
Keywords (ePrints, secondary language):	specific reading disorders
Abstract (ePrints):	Raziskava se opira na vprašanje, ali se latentna struktura primanjkljajev branja pri otrocih druge triade z lažjo motnjo v duševnem razvoju (LMDR) razlikuje od latentne strukture specifičnih motenj branja oz. specifičnih primanjkljajev na področju branja (SPPB) pri normalno inteligentnih otrocih, zato je osnovni namen raziskave primerjava dosežkov na različnih specifičnih kognitivnih področjih branja. Dobljeni rezultati ponujajo možnost oblikovanja diferencialnodiagnostičnih kriterijev primanjkljajev branja in hkrati ponujajo odgovor na vprašanje, kako motnja v duševnem razvoju vpliva na obravnavana kognitivna področja in katera od teh področij zaradi motnje v duševnem razvoju utrpijo največjo škodo, ki se izrazi s primanjkljaji. Vsi primerjalni kriteriji, uporabljeni v raziskavi, so v novejši literaturi že opredeljeni kot ključni kriteriji v prepoznavanju SPPB. Dosežki na posameznih specifičnih kognitivnih področjih imajo zato tudi kriterijsko vrednost, saj nakazujejo, v kolikšni meri je posamezna funkcija okrnjena, kar predstavlja dragocen podatek v načrtovanju nadaljnje obravnave. Teoretični prispevek razprave predvideva, da z modelom medsebojnih zvez med jezikovno zmožnostjo, delovnim spominom in besednim zakladom lahko pojasnimo značilnosti primanjkljajev branja tako pri otrocih s SPPB kot pri otrocih z LMDR ter hkrati pojasnimo razlike med njimi. Izdelana testna baterija bo v prihodnje specialnim in rehabilitacijskim pedagogom lahko služila kot diferencialno diagnostični pripomoček oz. za ugotavljanje, na katerih področjih razvijanja bralnih veščin potrebuje učenec večjo pomoč.
Abstract (ePrints, secondary language):	The study inquires into the question whether the latent structure of reading disorders in children with mild intellectual disabilities (MID) in the second triad of primary school differs from the latent structure of specific difficulties in reading in peers - with specific reading disorders (SRD) without intellectual disabilities. The primary purpose of the research is to compare their achievements in various specific cognitive reading abilities. The results offer the possibility of creating differential diagnostic criteria for specific deficits in reading and at the same time answer the question how intellectual disability affects the examined cognitive areas and which of these areas suffer the largest damage within intellectual disabilities. All comparative criteria used in the study are identified in recent scientific literature as key criteria in identifying SRD. Achievements in specific cognitive abilities therefore have the value of a criterion, as they indicate the extent of ability deficits - which is valuable information in planning further treatment of children with reading disabilities. The theoretical contribution in the discussion is based on a model of interconnected language faculty, working memory and mental lexicon. We assume that this model explains characteristics of reading disorders in both groups separately and thus the differences between the groups. The designed battery of tests can serve special ed teachers in the future as a differential diagnostic tool and a diagnostic tool to help find out which areas of developing reading skills in children with reading disabilities need more help.
Keywords (ePrints, secondary language):	specific reading disorders
ID:	8328004