TY  - JOUR
AU  - Golubović, Slavica
AU  - Ječmenica, Nevena
AU  - Subotić, Siniša
AU  - Kobac, Dubravka
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1207
AB  - The goal of the research is to determine the course of development of elements of phonological awareness and interaction between these elements in children with typical development. The sample included 60 children of both sexes (51.6% boys and 48.4% girls), ages of six (33.3%), seven (38.3%), and eight (28.3%) years. Phonological awareness was measured using the revised FONT test, which contains eight types of phonological tasks. The results show generally high achievement of children in all types of phonological tasks (success rates between 73.3% and 90.8%). However, it was possible to differentiate relatively easy tasks (blending syllables, identifying rhyming, syllable segmentation, and identifying initial phonemes) from relatively difficult tasks (phonemic segmentation, phoneme substitution (initial phoneme), and elimination of the initial phoneme). The more difficult types of tasks were more intensely inter-correlated, while easier types of tasks were less correlated with other tasks (due to narrowed range of the values, i.e., very high average scores). The age differences were observed only on more difficult tasks, while on the easier ones, even six-year-olds achieved scores comparable to older children. Functional mastering of the hardest phonological skills is established at the age of about seven years. Gender, as well as gender and age interactions, did not prove to be important sources of difference in phonological achievement. We suggest that when examining phonological awareness in children with typical development (who show no indications of language difficulties), even at the age of six years, it is sufficient to use only four types of tasks that we identified as relatively more difficult.
PB  - Univerzitet u Novom Sadu - Filozofski fakultet - Odsek za psihologiju, Novi Sad
T2  - Primenjena psihologija
T1  - Development of phonological awareness in six to eight years old children
EP  - 182
IS  - 2
SP  - 157
VL  - 12
DO  - 10.19090/pp.2019.2.157-182
ER  - 

@article{
author = "Golubović, Slavica and Ječmenica, Nevena and Subotić, Siniša and Kobac, Dubravka",
year = "2019",
abstract = "The goal of the research is to determine the course of development of elements of phonological awareness and interaction between these elements in children with typical development. The sample included 60 children of both sexes (51.6% boys and 48.4% girls), ages of six (33.3%), seven (38.3%), and eight (28.3%) years. Phonological awareness was measured using the revised FONT test, which contains eight types of phonological tasks. The results show generally high achievement of children in all types of phonological tasks (success rates between 73.3% and 90.8%). However, it was possible to differentiate relatively easy tasks (blending syllables, identifying rhyming, syllable segmentation, and identifying initial phonemes) from relatively difficult tasks (phonemic segmentation, phoneme substitution (initial phoneme), and elimination of the initial phoneme). The more difficult types of tasks were more intensely inter-correlated, while easier types of tasks were less correlated with other tasks (due to narrowed range of the values, i.e., very high average scores). The age differences were observed only on more difficult tasks, while on the easier ones, even six-year-olds achieved scores comparable to older children. Functional mastering of the hardest phonological skills is established at the age of about seven years. Gender, as well as gender and age interactions, did not prove to be important sources of difference in phonological achievement. We suggest that when examining phonological awareness in children with typical development (who show no indications of language difficulties), even at the age of six years, it is sufficient to use only four types of tasks that we identified as relatively more difficult.",
publisher = "Univerzitet u Novom Sadu - Filozofski fakultet - Odsek za psihologiju, Novi Sad",
journal = "Primenjena psihologija",
title = "Development of phonological awareness in six to eight years old children",
pages = "182-157",
number = "2",
volume = "12",
doi = "10.19090/pp.2019.2.157-182"
}

Golubović, S., Ječmenica, N., Subotić, S.,& Kobac, D.. (2019). Development of phonological awareness in six to eight years old children. in Primenjena psihologija
Univerzitet u Novom Sadu - Filozofski fakultet - Odsek za psihologiju, Novi Sad., 12(2), 157-182.
https://doi.org/10.19090/pp.2019.2.157-182

Golubović S, Ječmenica N, Subotić S, Kobac D. Development of phonological awareness in six to eight years old children. in Primenjena psihologija. 2019;12(2):157-182.
doi:10.19090/pp.2019.2.157-182 .

Golubović, Slavica, Ječmenica, Nevena, Subotić, Siniša, Kobac, Dubravka, "Development of phonological awareness in six to eight years old children" in Primenjena psihologija, 12, no. 2 (2019):157-182,
https://doi.org/10.19090/pp.2019.2.157-182 . .

TY  - JOUR
AU  - Subotić, Siniša
AU  - Anđić, Branko
PY  - 2014
UR  - https://www.casopis.fasper.bg.ac.rs/
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3403
AB  - The goal of this research was to explore the potential socialization
drop that might occur during students’ transition from class teaching
(i.e. having mainly one teacher) to subject teaching (i.e. having many teachers).
We had two competing assumptions: 1) that the socialization drop
will affect both typically developed (TD) and so called special educational
needs (SEN) students, and 2) that the drop will affect SEN students
more. Using a transversal approach and sociometric method, we tested
these assumptions on a sample of 685 (55 SEN) elementary school children
from the Republic of Srpska, grades four through nine. The results clearly
supported the second assumption. While sociometric social preference for
TD children did not change through the grades, SEN children social preference
dropped significantly in the transitional sixth grade, never again
to recover to the fourth grade level, when there was no difference between
SEN and TD children. This effect was only slightly affected by the peer
discipline issues nominations. Thus, when trying to design potential socialization
support and intervention programs in inclusion, we should be
aware of the expected transitional socialization drop.
AB  - Cilj rada bilo je ispitivanje mogućeg umanjenja u socijalizaciji na
prelazu iz razredne (nastava sa uglavnom jednim učiteljem) u predmetnu
nastavu (nastava sa više nastavnika). Postojale su dvije konkurentne
hipoteze: 1) umanjenje socijalizacije dogodiće se i učenicima neometenog
razvoja (NR) i djeci sa posebnim obrazovnim potrebama (DPP) i 2)
umanjenje će više pogoditi DPP. Na osnovu transverzalnog pristupa i
sociometrijskog metoda, testirali smo ovu pretpostavku na uzorku od 685
(55 DPP) učenika iz osnovnih škola u Republici Srpskoj, od četvrtog do
devetog razreda. Rezultati su jasno potvrdili drugu pretpostavku. Dok se
sociometrijska socijalna preferencija djece NR nije mijenjala kroz razrede,
socijalna preferencija DPP se značajno umanjila tokom tranzitnog šestog
razreda i nikada više nije dostigla nivo iz četvrtog razreda, kada nije
bilo razlike između NR i DPP. Ovaj efekat je bio samo blago zahvaćen
vršnjačkim nominacijama u vezi sa disciplinskim problemima. Stoga,
prilikom pokušaja osmišljavanja bilo kakvih intervencionih i programa
podrške socijalizaciji u inkluziji, potrebno je u obzir uzeti i ovo tranziciono
umanjenje socijalizacije.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Specijalna edukacija i rehabilitacija
T1  - Decline in Socialization at Transition from Class to Subject Teaching in Inclusion
T1  - Pad u socijalizaciji na prelazu iz razredne u predmetnu nastavu u inkluziji
EP  - 309
IS  - 3
SP  - 293
VL  - 13
DO  - 10.5937/specedreh13-6617
ER  - 

@article{
author = "Subotić, Siniša and Anđić, Branko",
year = "2014",
abstract = "The goal of this research was to explore the potential socialization
drop that might occur during students’ transition from class teaching
(i.e. having mainly one teacher) to subject teaching (i.e. having many teachers).
We had two competing assumptions: 1) that the socialization drop
will affect both typically developed (TD) and so called special educational
needs (SEN) students, and 2) that the drop will affect SEN students
more. Using a transversal approach and sociometric method, we tested
these assumptions on a sample of 685 (55 SEN) elementary school children
from the Republic of Srpska, grades four through nine. The results clearly
supported the second assumption. While sociometric social preference for
TD children did not change through the grades, SEN children social preference
dropped significantly in the transitional sixth grade, never again
to recover to the fourth grade level, when there was no difference between
SEN and TD children. This effect was only slightly affected by the peer
discipline issues nominations. Thus, when trying to design potential socialization
support and intervention programs in inclusion, we should be
aware of the expected transitional socialization drop., Cilj rada bilo je ispitivanje mogućeg umanjenja u socijalizaciji na
prelazu iz razredne (nastava sa uglavnom jednim učiteljem) u predmetnu
nastavu (nastava sa više nastavnika). Postojale su dvije konkurentne
hipoteze: 1) umanjenje socijalizacije dogodiće se i učenicima neometenog
razvoja (NR) i djeci sa posebnim obrazovnim potrebama (DPP) i 2)
umanjenje će više pogoditi DPP. Na osnovu transverzalnog pristupa i
sociometrijskog metoda, testirali smo ovu pretpostavku na uzorku od 685
(55 DPP) učenika iz osnovnih škola u Republici Srpskoj, od četvrtog do
devetog razreda. Rezultati su jasno potvrdili drugu pretpostavku. Dok se
sociometrijska socijalna preferencija djece NR nije mijenjala kroz razrede,
socijalna preferencija DPP se značajno umanjila tokom tranzitnog šestog
razreda i nikada više nije dostigla nivo iz četvrtog razreda, kada nije
bilo razlike između NR i DPP. Ovaj efekat je bio samo blago zahvaćen
vršnjačkim nominacijama u vezi sa disciplinskim problemima. Stoga,
prilikom pokušaja osmišljavanja bilo kakvih intervencionih i programa
podrške socijalizaciji u inkluziji, potrebno je u obzir uzeti i ovo tranziciono
umanjenje socijalizacije.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Specijalna edukacija i rehabilitacija",
title = "Decline in Socialization at Transition from Class to Subject Teaching in Inclusion, Pad u socijalizaciji na prelazu iz razredne u predmetnu nastavu u inkluziji",
pages = "309-293",
number = "3",
volume = "13",
doi = "10.5937/specedreh13-6617"
}

Subotić, S.,& Anđić, B.. (2014). Decline in Socialization at Transition from Class to Subject Teaching in Inclusion. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 13(3), 293-309.
https://doi.org/10.5937/specedreh13-6617

Subotić S, Anđić B. Decline in Socialization at Transition from Class to Subject Teaching in Inclusion. in Specijalna edukacija i rehabilitacija. 2014;13(3):293-309.
doi:10.5937/specedreh13-6617 .

Subotić, Siniša, Anđić, Branko, "Decline in Socialization at Transition from Class to Subject Teaching in Inclusion" in Specijalna edukacija i rehabilitacija, 13, no. 3 (2014):293-309,
https://doi.org/10.5937/specedreh13-6617 . .