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

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Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2014
Izvor:	Ljubljana
Tipologija:	2.08 - Doktorska disertacija
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[F. Šimnic]
UDK:	376.1:028.5(043.2)
COBISS:	10055497
Št. ogledov:	1145
Št. prenosov:	256
Ocena:	0 (0 glasov)
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Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Differential diagnosis between children with specific reading disorders and reading of children with mild intellectual disabilities
Sekundarni povzetek:	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.
Sekundarne ključne besede:	learning difficulty;reading;backward child;mental handicap;učne težave;branje;otrok s posebnimi potrebami;motnje v duševnem razvoju;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Doktorska disertacija
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak.
Strani:	178 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Diferencialna diagnostika med otroki s specifičnimi motnjami branja in branjem otrok z motnjami v duševnem razvoju
Ključne besede (ePrints):	specifične motnje branja
Ključne besede (ePrints, sekundarni jezik):	specific reading disorders
Povzetek (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.
Povzetek (ePrints, sekundarni jezik):	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.
Ključne besede (ePrints, sekundarni jezik):	specific reading disorders
ID:	8328004