Poticanje razvoja fonematskog sluha i fonološke svjesnosti kod djeteta s cerebralnom paralizom

Erić, Ivana. (2014). Poticanje razvoja fonematskog sluha i fonološke svjesnosti kod djeteta s cerebralnom paralizom. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Phonetics. [mentor Mildner, Vesna].

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Abstract

The acquisition of phonological awareness and development of phonemic discrimination ability is part of the normal speech and language development. At the age of four children begin to become aware of the phonological sentence structure. Between the ages of four and five they become aware of the phonological word structure. The child first learns to recognize rhymes and then the initial sound of the word. The greatest expansion of phonemic awareness occurs between the ages of five and six when the child realizes that the replacement of one sound in a word or the change of sound order can changes its meaning or make it meaningless. At the age of seven most children have developed phonemic awareness and they can successfully perform phonological analysis and synthesis. Not many children of that age have difficulties performing tasks that involve phonemic discrimination ability and phonological awareness. These children need professional assistance that involves exercising phonemic discrimination ability and phonological awareness by means of speech and language games and exercises. The problems with phonological awareness make it difficult for the child to acquire reading skills. This is particularly the case with children diagnosed with dyslexia whose primary symptoms are difficulties in reading. The reading difficulties can be a secondary issue as in children with multiple disabilities such as cerebral paralysis. This work first defines and classifies the condition of cerebral paralysis. It is then followed by a methodical part where the significance of phonological awareness training is reviewed in the case of a ten-year-old boy with cerebral paralysis. The child received a 24-hour individual training in phonological awareness. The objective of the training was to improve the phonological awareness in the child. This training was a support to the rehabilitation and educational programmes the child receives in two rehabilitation centres in Zagreb. The starting point of this work is a scientifically based presupposition that phonemic awareness and the acquisition of the reading skills are interconnected. The research has shown that exercising phonemic awareness contributes to acquiring the reading skills and vice versa: the formal teaching of reading contributes to the development of phonological awareness.

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