Procena govorno-jezičke razvijenosti kod dece ometene u razvoju
Assessment of speech and language development of children with disabilities
dc.contributor | Kovačević Jasmina | |
dc.contributor | Vučinić Vesna | |
dc.creator | Jablan, Branka | |
dc.creator | Kovačević, Jasmina | |
dc.creator | Stanimirov, Ksenija | |
dc.date.accessioned | 2021-06-17T12:45:32Z | |
dc.date.available | 2021-06-17T12:45:32Z | |
dc.date.issued | 2010 | |
dc.identifier.isbn | 978-86-80113-99-9 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/1879 | |
dc.description.abstract | Bogatstvo rečnika u velikoj meri određuje uspešnost lingvističkog razumevanja i jedan je od najboljih samostalnih prediktora razumevanja pročitanog. Kada su u pitanju pravci razvoja govora posle polaska u školu, većina autora ističe značaj semantičkog razvoja, koji se prepoznaje na osnovu bogaća značenja već usvojenih reči i razvoja sistema značenja kroz uspostavljanje čitavog niza odnosa koji čine: sinonimi, homonimi, augumentativi, deminutivi. U ovom radu smo se bavili ispitivanjem govorne razvijenosti kod slepe dece koja se školuju u školi za učenike oštećenog vida i dece sa oštećenjem sluha koja se školuju u redovnoj školi, uzrasta od 7 do 13 godina. Procenu govorne razvijenosti izvršili smo primenom Testa za ispitivanje govorne razvijenosti Vasić S., a putem definisanje pet najfrekventnijih imenica iz „Dečjeg rečnika“ (Lukić, V). Kvalitativnom analizom smo odredili kategoriju (prirodu) definicija. Bogaćenje rečnika kod dece ometene u razvoju treba bazirati na odmerenom, ali svakodnevnom uvođenju novih reči uz tumačenje njihovog značenja. Time se postiže fleksibilno znanje u poznavanju rečnika, koje utiče i na adekvatnije učenje čitanja i pisanja, ali i razumevanje pročitanog. | |
dc.description.abstract | Richness of vocabulary to a great extent determines success in linguistic understanding and it is one of the best predictors of the understanding of text. When talking about directions of speech development after the start of schooling, most authors point out the importance of semantic development. That semantic development can be recognized by an increase in vocabulary, enrichment of meanings of already known words and by the development of a system of meanings through establishing groups of synonyms, homonyms, augmentatives and diminutives. In this paper we examine speech development of blind children from school for pupils with visual impairment and children with hearing impairment from mainstream schools, age 7-13. Assessment of speech development was conducted by using Test for evaluation of speech development (Vasić S.) by defining 5 most often nouns from “Children vocabulary” (Lukić, V.). Using quantitative analysis we derived average number of words in answers on five questions. Nature (category) of definitions we got using qualitative analysis. Enrichment of vocabulary of children with disabilities should be based on balanced, everyday implementation of new words with explanations of their meaning. With this kind of approach it is possible to develop a flexible knowledge of vocabulary, which can result in a more adequate learning of reading and writing and also understanding of text. | |
dc.language | sr | |
dc.publisher | Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation | |
dc.rights | openAccess | |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo II / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I I “,Beograd / Belgrade 2010 | |
dc.subject | procena | |
dc.subject | govorna razvijenost | |
dc.subject | slepa deca | |
dc.subject | deca sa oštećenjem sluha | |
dc.subject | assessment | |
dc.subject | speech development | |
dc.subject | blind children | |
dc.subject | children with hearing impairment | |
dc.title | Procena govorno-jezičke razvijenosti kod dece ometene u razvoju | sr |
dc.title | Assessment of speech and language development of children with disabilities | |
dc.type | conferenceObject | |
dc.rights.license | BY-SA | |
dc.citation.epage | 63 | |
dc.citation.other | : 49-63 | |
dc.citation.rank | M14 | |
dc.citation.spage | 49 | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/7600/Untitled04.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_1879 | |
dc.type.version | publishedVersion |