Fonološko zavedanje in fonološki kratkoročni spomin predšolskih otrok, ki jecljajo : magistrsko delo

Lavrenčič, Ana (author), Kogovšek, Damjana (mentor), Novšak Brce, Jerneja (comentor)

Razvojno jecljanje je nevrorazvojna motnja, ki se pojavi v zgodnjem razvojnem obdobju. Zanjo so značilne nefluentnosti govora, ki v svoji vrsti, pogostosti in trajanju odstopajo od pričakovanih nefluentnosti govora. Razvojno jecljanje je večdimenzionalna motnja, zato so zanjo značilni tudi posamezna fizična vedenja, fiziološke spremembe, čustva in stališča. Etiologija razvojnega jecljanja ni natančno opredeljena. Različni modeli, hipoteze in teorije kot dejavnik razvoja navajajo tudi napake in/ali kasnitve v fonološkem procesiranju kot odraz njegovega upočasnjenega razvoja. Cilj magistrskega dela je bil primerjati fonološko zavedanje in fonološki kratkoročni spomin dveh predšolskih otrok z razvojnim jecljanjem z njunimi vrstniki, ki ne jecljajo. V teoretičnem delu smo predstavili razvojno jecljanje, njegove glavne značilnosti in razvoj. V nadaljevanju smo predstavili fonološko procesiranje in natančneje opredelili, opisali razvoj in pomen fonološkega zavedanja ter fonološkega kratkoročnega spomina. Opisali smo modele, teorije in/ali hipoteze, ki pojasnjujejo odnos med fonološkim procesiranjem in pojavom razvojnega jecljanja. Nazadnje smo predstavili izsledke tujih raziskav o fonološkem zavedanju in fonološkem kratkoročnem spominu otrok, ki jecljajo. V empiričnem delu smo pripravili dve študiji primera predšolskih otrok, ki jecljata. Najprej smo pridobili poglobljen profil posameznega predšolskega otroka, ki jeclja, s pripravljenim vprašalnikom za starše oz. skrbnike. Za namen primerjave fonološkega zavedanja in fonološkega kratkoročnega spomina smo oblikovali preizkus iz sedmih nalog. V raziskavo smo poleg dveh otrok, ki jecljata, vključili še šest vrstnikov brez razvojnega jecljanja. Ugotovili smo, da je mlajši otrok, ki jeclja, dosegel nekoliko nižje rezultate kot njegovi vrstniki pri nalogah zlogovne sinteze in prepoznave rim. Starejši otrok, ki jeclja, je v primerjavi s svojimi vrstniki dosegel nižje rezultate pri nalogah ponavljanja nebesed, zlogovne sinteze, prepoznave rim in skupnem rezultatu preizkusa fonološkega zavedanja. Pridobljeni rezultati so se med otrokoma, ki jecljata, razlikovali. Zaradi majhnega števila vključenih otrok moramo pridobljene rezultate razumeti in interpretirati v sklopu naše raziskave.

• Language: Slovenian
• Keywords: razvojno jecljanje, fonološko zavedanje, fonološki kratkoročni spomin, predšolski otroci
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: A. Lavrenčič
• Year: 2025
• Number of pages: IX, 113 str.
• PID: 20.500.12556/RUL-168256
• UDC: 376-056.264-053.4(043.2)
• COBISS.SI-ID: 232780291
• Publication date in RUL: 06.04.2025

Secondary language

• Language: English
• Title: Phonological Awareness and Phonological Short-Term Memory of Preschool Children who Stutter

Abstract

Developmental stuttering is a neurodevelopmental disorder that occurs in early stages of development. It is characterized by speech disfluencies that differ in type, frequency and duration from the expected speech disfluencies. Developmental stuttering is a multidimensional disorder that is also characterized by specific physical behaviours, physiological changes, emotions and attitudes. The etiology of developmental stuttering is not precisely defined. Various models, hypotheses and theories suggest that errors and/or delays in phonological processing due to its delayed development may be a factor. The aim of this master's thesis was to compare phonological awareness and phonological short-term memory in two preschool children with developmental stuttering and their peers who do not stutter. In the theoretical part, we presented developmental stuttering, its main characteristics and its development. We then introduced phonological processing and further defined and described the development and importance of phonological awareness and phonological short-term memory. We also discussed models, theories and/or hypotheses that explain the relationship between phonological processing and the occurrence of developmental stuttering. Finally, we presented the results of foreign studies on phonological awareness and phonological short-term memory in children who stutter. In our study we prepared case studies of two preschool children who stutter. First, we prepared a questionnaire for parents or guardians to create a detailed profile for each preschool child who stutters. To compare phonological awareness and phonological short-term memory, we developed a test consisting of seven tasks. Alongside two children who stutter and six peers without developmental stuttering took part in the study. We found that the younger child who stutters performed slightly worse on syllable synthesis and rhyme recognition tasks than his peers. The older child who stutters performed worse than his peers on the non-word repetition, syllable synthesis and rhyme recognition tasks and on the overall phonological awareness test. The results varied between the two children who stutter. Due to the small number of children taking part, the results should be understood and interpreted in the context of our research.

• Keywords: developmental stuttering, phonological awareness, phonological short-term memory, preschool children