СИНТАКСИЧКА СВЕСНОСТ КОД ДЕЦЕ СА РАЗВОЈНИМ ЈЕЗИЧКИМ ПОРЕМЕЋАЈЕМ: ИМПЛИКАЦИЈЕ ЗА ШКОЛСКУ ПРАКСУ

Узданица XIX 2 (2022), (стр. 121-144)

АУТОР(И): Невена Р. Јечменица, Славица М. Голубовић

Е-АДРЕСА: nevenajecmenica88@gmail.com

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DOI: 10.46793/Uzdanica19.2.121J

САЖЕТАК: 

Истраживања разумевања и продукције синтаксичких јединица код деце са развојним језичким поремећајем указују на присуство различитих дефицита. С обзиром на недовољну истраженост синтаксичких способности код ове групе деце на срп- ском говорном подручју, циљ истраживања је утврђивање карактеристика синтаксичке свесности код деце са развојним језичким поремећајем и разматрање импликација које су значајне за школску праксу. Узорак је чинило 240 деце узраста од пет до седам и по година, подељених у две групе, децу са развојним језичким поремећајем и децу типичног развоја. Испитивање синтаксичке свесности реализовано је уз примену CELF-4 батерије тестова за процену језика.

Добијени резултати су показали да деца са развојним језичким поремећајем ис- пољавају значајно више дефицита у разумевању и употреби синтаксичких јединица у поређењу са децом типичног развоја. Поред обавезног укључивања у третман поремећаја језичких способности, деци са развојним језичким поремећајем потребан је додатни под- стицај на млађем школском узрасту у савладавању градива. Специфичне карактеристике говора наставника у школском окружењу идентификоване су као подстицајне за развој језичких способности код ове групе деце. Нагласак је на потреби да наставници користе стратегије које подржавају развој и употребу синтаксичких способности код ове групе деце. Ове стратегије се могу користити на више и мање структуриране начине, према степену развоја, способностима и потребама деце.

КЉУЧНЕ РЕЧИ:

развојни језички поремећај, синтаксичке способности, образовне импликације.

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