The theoretical part of the diploma work includes speech and its functions, child's speech development and the important factors for its correct progress. The pre-language and the language period as well as the stages of the speech-language developement are defined. The influencing factors of speech development are emphasized. Furthermore, theories of speech development are described. The two phases of the speech process, thinking and speech, that influence each other, are also emphasized. The theoretical part continues with the presentation of story telling, picture books and development of picture books. We presented wordless picture books that demand reader's active part in the process of creation of the story. They offer a reader a possibility to co-create and use the primary role of the emotionally engaged picture (e.g. basic forms, creating/constructing literary characters/figures, colour). Wordless picture books allow children to develop pre-reading skills, sequential thinking, a sense of story, visual discrimination and inferential thinking. In the research part of the diploma work, a resarch on child's ability of story telling using the wordless picture book is presented. We used the wordless book for children Maruška Potepuška by Marjan Amalietti. Nine children aged five to six years participated in the research. First, children were presented the book and together we determined why it was special and how we can read it. Further, we read the book with children individually. We recorded children's interpretations of a story, and the story was also written down. In the next step, more different wordless picture books were read in the group. During five month, group readings were held once to twice a week. After each group reading, the children were again recorded individually, telling the story Maruška Potepuška. Finally, we compared the results of the first and the second readings. To analyse reading, we used the instrument evaluation of story interpretation (Marjanovič Umek, Fekonja, Sočan, Komidar, 2012) for children of the age three to six. The results showed that regular reading of wordless picture books allow children to develop their
ability to construct diverse interpretations of a story.
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