The purpose of this thesis is to thoroughly examine and analyse the success of the transcription of Šali's group test dictation on the basis of the phonological analysis. The dictation serves as a screening test for identifying children with speech and language difficulties who are at risk in the areas of reading and writing. The children in this group used to be or were being treated for speech and language difficulties at the time of the screening test. Speech and language difficulties involve phonetic, phonological and language disorders (morphological, lexical and syntactical), which can lead to reading and writing difficulties (dyslexia, dysortographia, dysgraphia, dyscalculia).
This topic was chosen because writing issues are increasingly frequent. It seemed sensible to explore it further considering the fact that this diagnostic tool for discovering reading and writing difficulties is being used systematically in the coastal area of Slovenia. The test is conducted in every third grade of primary school as a screening test.
The theoretical part of the thesis provides a detailed description of writing skills and accompanying processes. It also discusses the disabilities that may arise due to such deficiencies (dysorthographia and different types of dysgraphia).
The research should help identify the most common writing-related issues in children struggling with speech and language difficulties. As a result, it would contribute to more successful and effective speech-language analysis and treatment. Moreover, a detailed analysis of errors would be useful for other professionals as well, including speech-language pathologists treating children with writing issues. We expect that the research results will help us give helpful advice to teachers and parents and raise awareness about the reasons for poor dictation results.
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