Razumljivost govora otrok v vsakdanjem življenju pri otrocih z govorno jezikovno motnjo : diplomsko delo

Ivetac, Tina (author), Ozbič, Martina (mentor)

Študija je nastala z namenom preučevanja razumljivosti govora otrok v vsakdanjem življenju s primarno govorno-jezikovno motnjo v starostnem obdobju od 3 do 6 let. Raziskovalna problematika je osredotočena na vprašanje, kako govor otroka z govorno-jezikovno motnjo razumejo starši oz. skrbniki, ožji člani družine (sestra, brat, stari starši), razširjeni člani družine (teta, stric, sestrična, bratranec), otrokovi prijatelji, drugi znanci, otrokovi vzgojitelji oz. učitelji in ostali neznanci. Ugotavljali smo, ali stopnja poznavanja otroka vpliva na razumljivost govora otrok z govorno-jezikovno motnjo. Obenem nas je tudi zanimalo, ali obstaja statistično pomembna razlika med razumljivostjo govora otrok z govorno-jezikovno motnjo in otrok brez govorno-jezikovne motnje v odnosu do zgoraj opisanih kategorij oseb. Za merjenje opisane raziskovalne problematike smo kot pripomoček uporabili "Lestvico razumljivosti govora v vsakdanjem življenju: Slovenščina - ICS", ki sta jo prevedli Kogovšek in Ozbič. Lestvica je namenjena ocenjevanju otrokove govorne razumljivosti. Rezultati raziskave so pokazali, da so otroci z govorno-jezikovno motnjo slabše razumljivi od otrok brez govorno-jezikovne motnje. Ugotovili smo, da se stopnja razumljivosti govora niža z nižanjem stopnje poznavanja otroka, tako so otroci najbolj govorno razumljivi staršem in najmanj neznancem. Govorna razumljivost otrok se viša z višanjem kronološke starosti. Pri otrocih z govorno motnjo je govorna razumljivost boljša od otrok z jezikovno motnjo. Ugotovili smo tudi, da je razumljivost govora deklic boljša od razumljivosti govora dečkov, vendar ni statistično pomembne razlike.

• Language: Slovenian
• Keywords: ICS lestvica
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [T. Ivetac]
• Year: 2014
• Number of pages: VII, 76 str.
• PID: 20.500.12556/RUL-69183
• UDC: 376:616.89-008.434(043.2)
• COBISS.SI-ID: 10246729
• Publication date in RUL: 10.07.2015

Secondary language

• Language: English
• Title: Intelligibility of speech of children with speech and sound disorders

Abstract

The purpose of this study is to examine speech intelligibility of children with primary speech and sound disorders aged 3 to 6 years in everyday life. The research problem is based on the degree to which parents or guardians, immediate family members (sister, brother, grandparents), extended family members (aunt, uncle, cousin), child's friends, other acquaintances, child's teachers and strangers understand the speech of children with speech sound disorders. We examined whether the level of familiarity influences speech intelligibility of children with speech sound disorders. At the same time, we investigated whether the statistically significant difference between speech intelligibility of children with speech and sound disorders and children without speech and sound disorders in relation to the above mentioned communication partners exists. We used the Intelligibility in Context Scale (ICS), a tool for assessing children's speech intelligibility, to measure the research problem. The results suggest that children with speech and sound disorders are less intelligible than children without speech and sound disorders. The level of speech intelligibility decreases with the decrease of the level of familiarity, therefore, children are most intelligible to their parents and least intelligible to strangers. Speech intelligibility increases with chronological age. Speech intelligibility in children with a speech disorder is higher than in children with a sound disorder. Girls' speech intelligibility is higher than boys' speech intelligibility, but it is not statistically significant.