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Logopedic assessment of speech, language and communication in three years old children

Petra Kranjec (2014) Logopedic assessment of speech, language and communication in three years old children. Diploma thesis.

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    Abstract

    Speech, language and communication are very important areas of child's development. Anyone can easily notice that a child is experiencing difficulties with speech, language and communication. To this end, such issues should be identified while still developing and not yet producing (long-term) consequences. They should be addressed in time through encouragement and activities. Speech and language therapists often encounter difficulties, such as the lack of tools for prevention and diagnostics enabling fast, reliable and systematic examination of speech, language and communication. For the purpose of the thesis we combined four instruments to check speech, language and communication abilities in children aged three. Our research sample included 41 three-year-olds, 20 boys and 21 girls, who attended the periodic health examination in the Health Centre Krško. Articulation and phonological development were tested using the Evaluation of speech articulation, storytelling through the Storytelling assessment of the story Rokavička, socio-pragmatic skills with the Socio-pragmatic skill rating scale, and speech intelligibility with the Intelligibility in context scale: Slovenian. Moreover, we also looked into statistical significance of gender, attendance of an educational institution and sucking habits with regard to the development of speech and language in three-year-olds. In the empirical part of the thesis we calculated average values of individual tests to gain insight into the development of speech, language and communication in children aged three. The children narrated the story slightly below the expected average. The socio-pragmatic skills (assertiveness and responsiveness) matched the children's age. Among the most common articulation errors were sibilant distortions and subsitutions of the sound /r/ (consonant and vowel clusters) with one of the liquids. As for phonological processes, gliding, cluster reduction or simplification, fronting and deafrication were frequently used. Having calculated the average values, we compared them according to gender, attendance of an educational institution and sucking habits and examined the statistical significance of the differences. Results suggest that gender was the decisive element in storytelling as girls performed statistically better than boys. It also had a slight influence on phonological development. As far as articulation, socio-pragmatic skills and speech intelligibility are concerned, gender did not play an important role. In turn, attending an educational institution proved to make a strong impact on the phonological development in children (usage of phonological processes). Moreover, it also had an influence on articulation, speech intelligibility and the socio-pragmatic skill – responsiveness (no influence on assertiveness). Attending an educational institution did not affect the storytelling performance. Sucking habits affected both phonological development and articulation in children. However, no significant correlation with socio-pragmatic skills, speech intelligibility and storytelling was observed.

    Item Type: Thesis (Diploma thesis)
    Keywords: speech and language development of a three-year-old child, articulation, phonological development, socio-pragmatic skill, storytelling, speech intelligibility
    Number of Pages: 105
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Martina OzbičMentor
    asist. dr. Damjana KogovšekComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10014281)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2082
    Date Deposited: 26 Mar 2014 12:31
    Last Modified: 26 Mar 2014 12:31
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2082

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