20.500.12556/RUL-188709 Vpliv izvršilnih funkcij na fonološko zavedanje pri predšolskih otrocih in učencih prvega in drugega razreda osnovne šole magistrsko delo Impact of executive functions on phonological awareness in preschool and early primary school children Magistrsko delo obravnava razvitost fonološkega zavedanja in medsebojno povezanost izvršilnih funkcij v predšolskem in zgodnjem šolskem obdobju ter povezanost med obema razvojnima področjema. Namen raziskave je bil celostno preučiti razvitost fonološkega zavedanja in izvršilnih funkcij pri predšolskih otrocih ter učencih prvega in drugega razreda osnovne šole, preveriti povezanost med tema področjema ter analizirati vlogo starosti, spola in prisotnosti zgodnjih znakov disleksije. Poseben poudarek je bil namenjen preverjanju, ali posamezna področja izvršilnega funkcioniranja prispevajo k pojasnjevanju razlik v razvitosti fonološkega zavedanja. Teoretični del magistrskega dela temelji na sodobnih razvojno-kognitivnih in nevropsiholoških modelih, ki fonološko zavedanje opredeljujejo kot ključno predbralno spretnost za uspešno začetno opismenjevanje, izvršilne funkcije pa kot večdimenzionalen konstrukt kognitivno-regulacijskih procesov, ki omogočajo usmerjanje pozornosti, načrtovanje, nadzor vedenja in prilagajanje zahtevam okolja. Posebna pozornost je namenjena razvojnim modelom fonološkega zavedanja ter modelom izvršilnih funkcij, zlasti delu Dawsonove in Guareja, ob tem pa tudi razumevanju vloge posameznih komponent izvršilnega funkcioniranja, predvsem delovnega spomina, inhibicije in kognitivne regulacije, pri izvajanju zahtevnejših nalog fonološkega zavedanja. Empirični del raziskave je bil zasnovan kvantitativno. V vzorec je bilo vključenih 60 otrok, razdeljenih glede na starostno obdobje (predšolski otroci, učenci prvega in drugega razreda) ter glede na prisotnost zgodnjih znakov disleksije. Fonološko zavedanje je bilo ocenjeno s preizkusom fonološkega zavedanja, izvršilne funkcije pa z vprašalnikom CHEXI. Podatki so bili analizirani z uporabo opisne statistike, t-preizkusov, analize variance, korelacijske in hierarhične regresijske analize. Rezultati so pokazali, da se razvitost fonološkega zavedanja s starostjo in šolskim napredovanjem statistično značilno povečuje, pri čemer so bile najizrazitejše razlike zaznane na fonemski ravni. Pri izvršilnih funkcijah, ocenjenih z vedenjskim vprašalnikom CHEXI, so bile ugotovljene izrazite individualne razlike, medtem ko med starostnimi skupinami niso bile potrjene statistično pomembne razlike. Spol se ni izkazal kot pomemben dejavnik pri razvitosti fonološkega zavedanja ali izvršilnih funkcij, razen pri komponenti inhibicije in uravnavanja čustev, kjer so dečki izkazovali več težav. Najizrazitejše razlike so se pokazale glede na prisotnost zgodnjih znakov disleksije. Otroci z zaznanimi zgodnjimi znaki disleksije so dosegali nižje rezultate na vseh ravneh fonološkega zavedanja ter izkazovali več težav na področju izvršilnega funkcioniranja, zlasti pri delovnem spominu in načrtovanju. Korelacijske analize so pokazale statistično pomembno povezanost med fonološkim zavedanjem in izvršilnimi funkcijami, pri čemer je bila povezanost najmočnejša pri komponentah, povezanih z delovnim spominom. Regresijska analiza je pokazala, da sta starost in prisotnost zgodnjih znakov disleksije najpomembnejša napovednika razvitosti fonološkega zavedanja v obravnavanem vzorcu, medtem ko izvršilne funkcije po vključitvi teh dejavnikov niso dodatno pomembno prispevale k pojasnjevanju razlik v fonološkem zavedanju. Ugotovitve magistrskega dela poudarjajo pomen celostnega razumevanja razvoja fonološkega zavedanja v povezavi s širšimi kognitivno-regulacijskimi procesi ter prispevajo k boljšemu razumevanju razvojnih tveganj v obdobju začetnega opismenjevanja. Rezultati ponujajo pomembne usmeritve za vzgojno-izobraževalno in specialnopedagoško prakso, zlasti na področju zgodnjega prepoznavanja otrok z razvojnimi tveganji ter oblikovanja celostnih pristopov k podpori otrok v predšolskem in zgodnjem šolskem obdobju. This master’s thesis examines the development of phonological awareness and executive functions in preschool children and pupils in the first and second grades of primary school, as well as the relationship between these two developmental domains. The aim of the study was to provide a comprehensive analysis of phonological awareness and executive functions in preschool children and first- and second-grade pupils, to examine the relationship between these two domains, and to analyse the role of age, gender, and the presence of early signs of dyslexia. Particular emphasis was placed on determining whether individual components of executive functioning help explain differences in the development of phonological awareness. The theoretical framework of the thesis is grounded in contemporary developmental-cognitive and neuropsychological models, which conceptualise phonological awareness as a key pre-literacy skill essential for successful early literacy acquisition, and executive functions as a multidimensional construct of cognitive-regulatory processes that enable attentional control, planning, behavioural regulation, and adaptation to environmental demands. Particular attention is devoted to developmental models of phonological awareness and models of executive functions, especially the work of Dawson and Guare, as well as to understanding the role of individual components of executive functioning, particularly working memory, inhibition, and cognitive regulation, in the performance of more demanding phonological awareness tasks. The empirical part of the study employed a quantitative research design. The sample consisted of 60 children, divided according to age group (preschool children, first-grade pupils, and second-grade pupils) and the presence or absence of early signs of dyslexia. Phonological awareness was assessed using a phonological awareness test, and executive functions were evaluated with the Childhood Executive Functioning Inventory (CHEXI). Data were analysed using descriptive statistics, independent-samples t-tests, analysis of variance, correlation analysis, and hierarchical regression analysis. The results indicate that phonological awareness increases significantly with age and school progression, with the most pronounced differences observed at the phonemic level. Executive functions, as assessed by the behavioural CHEXI questionnaire, showed considerable individual variability, whereas no statistically significant differences were found between the age groups. Gender did not emerge as a significant factor in the development of phonological awareness or executive functions, except for the inhibition and emotional regulation component, in which boys exhibited more pronounced difficulties. The most pronounced differences were observed in relation to the presence of early signs of dyslexia. Children with identified early signs of dyslexia achieved lower scores across all levels of phonological awareness and experienced greater difficulties in executive functioning, particularly in working memory and planning. Correlational analyses revealed statistically significant associations between phonological awareness and executive functions, with the strongest relationships found for working memory-related components. Hierarchical regression analysis further showed that age and the presence of early signs of dyslexia were the strongest predictors of phonological awareness in the studied sample, whereas executive functions did not make significant additional contributions to explaining differences in phonological awareness once these variables had been taken into account. The findings highlight the importance of thoroughly understanding the development of phonological awareness in relation to broader cognitive-regulatory processes and contribute to a clearer picture of developmental risks during the early stages of literacy acquisition. The results have important implications for educational and special education practice, particularly for the early identification of children at developmental risk and for the development of comprehensive approaches to supporting children during the preschool and early primary school years. fonološko zavedanje izvršilne funkcije predšolski otroci učenci prvega in drugega razreda phonological awareness executive functions preschool children first- and second-grade students true false false G. Kovačič Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-09-26 08:30:11 2026-09-26 08:30:18 2026-09-29 14:02:57 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 107 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 376.1:81'344(043.2) 212998 292946179 55330.pdf 55330.pdf 1 80126B99FCBCC96824CFEBFA2FDD3C09 68e1dcd66214b75b864de44f9ce1f3e254c6be8f70ea112e8518e6caa54e3e7e a8f55d54-b973-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=249034 Pedagoška fakulteta 0 0 0