Izvorni znanstveni članak
Importance of Semantic Knowledge in Preschool Age
Mirjana Lenček
; Odsjek za logopediju, Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu
Jasmina Ivšac Pavliša
; Odsjek za logopediju, Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu
Sažetak
The goal of the research was to define the level of semantic knowledge in six-year-old children with typical language development (N=40), children with perinatal brain lesions (N=40) and children with specific language impairment (N=40), taking into account known data about the role of semantics for later reading skill. In Croatia, a small number of research is based on the semantic knowledge in this age. The variables included in the research relate to: the scope of vocabulary (PEABODY), language comprehension (REYNELL), narrative memory (free recall-NEPSY) and narrative memory (cued-recall conditions NEPSY). The variables of semantics have different contributions in discrimination of samples. Furthermore, the performance of the samples is very unequal as well as performance of participants from the particular sample regarding the level of task complexity. The results of the research show quantitative differences in chosen samples, but their features clearly speak in favor of existence of qualitative differences. The more detailed, individually focused analysis of data enables some conclusions about necessary intervention procedures with some of the children from the samples with perinatal brain lesions or specific language impairment who perform below expected level.
Ključne riječi
language; semantics; risk for learning disabilities; perinatal brain lesions; specific language impairment
Hrčak ID:
70278
URI
Datum izdavanja:
7.7.2011.
Posjeta: 3.917 *