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2015, vol. 64, br. 4, str. 769-779
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Uticaj fonološke razvijenosti na sposobnost čitanja
The effect of phonological development on reading ability
Sažetak
U radu su prikazani rezultati istraživanja dobijeni ispitivanjem razvijenosti fonološke sposobnosti i njenog uticaja na sposobnost čitanja. Uzorak ispitanika je sačinjavalo 36 dece drugog razreda redovne osnovne škole (15 dečaka i 21 devojčica), prosečnog uzrasta osam godina i osam meseci. Kao merni instrumenti korišćeni su: test artikulacije, zadaci ponavljanja reči i logatoma, zadaci brisanja fonema, test glasovne analize, test glasovne sinteze i trodimenzionalni test čitanja. Utvrđeno je da sposobnost čitanja nije statistički značajno povezana sa artikulacijom glasova i glasovnom analizom, ali postoji statistički značajna povezanost sposobnosti čitanja i ponavljanja reči i logatoma, brisanja fonema i glasovne sinteze. Sposobnost čitanja je određena fonološkim sposobnostima, u prvom redu sposobnostima glasovne sinteze, brisanja fonema i ponavljanja reči i logatoma. Veoma je važno razviti kognitivne funkcije i procese kao što su radno (fonološko) pamćenje, fonološka obrada, leksička reprezentacija, auditivna percepcija i diskriminacija.
Abstract
The paper presents the results of a research obtained by examining the level of development of phonological skill and its influence on reading ability. The sample included 36 children of the second grade of regular elementary school (15 boys and 21 girls, average age: 8years and 8 months). The measuring instruments were: the Articulation Test, Repetition of Words and Logotomes Test, Phonemes Deletion Tasks, Voice Analysis Test, Voice Synthesis Test and Three-dimensional Reading Test. It was established that reading ability was not statistically significantly linked with voice articulation and voice analysis, but there was a statistically significant connection between reading ability and repetition of words and logotomes, phoneme deletion and voice synthesis. The reading ability is primarily determined by phonological skills of voice synthesis, phoneme deletion and repetition of words and logotomes. Extremely important is to develop cognitive functions and processes such as working (phonological) memory, phonological elaboration, lexical representation, auditive perception and discrimination.
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