SINTAKSIČKA SVESNOST KOD DECE SA RAZVOJNIM JEZIČKIM POREMEĆAJEM: IMPLIKACIJE ZA ŠKOLSKU PRAKSU

Uzdanica XIX 2 (2022), (str. 121-144)

AUTOR(I): Nevena R. Ječmenica, Slavica M. Golubović

E-ADRESA: nevenajecmenica88@gmail.com

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DOI: 10.46793/Uzdanica19.2.121J

SAŽETAK: 

Istraživanja razumevanja i produkcije sintaksičkih jedinica kod dece sa razvojnim jezičkim poremećajem ukazuju na prisustvo različitih deficita. S obzirom na nedovoljnu istraženost sintaksičkih sposobnosti kod ove grupe dece na srp- skom govornom području, cilj istraživanja je utvrđivanje karakteristika sintaksičke svesnosti kod dece sa razvojnim jezičkim poremećajem i razmatranje implikacija koje su značajne za školsku praksu. Uzorak je činilo 240 dece uzrasta od pet do sedam i po godina, podeljenih u dve grupe, decu sa razvojnim jezičkim poremećajem i decu tipičnog razvoja. Ispitivanje sintaksičke svesnosti realizovano je uz primenu CELF-4 baterije testova za procenu jezika.

Dobijeni rezultati su pokazali da deca sa razvojnim jezičkim poremećajem is- poljavaju značajno više deficita u razumevanju i upotrebi sintaksičkih jedinica u poređenju sa decom tipičnog razvoja. Pored obaveznog uključivanja u tretman poremećaja jezičkih sposobnosti, deci sa razvojnim jezičkim poremećajem potreban je dodatni pod- sticaj na mlađem školskom uzrastu u savladavanju gradiva. Specifične karakteristike govora nastavnika u školskom okruženju identifikovane su kao podsticajne za razvoj jezičkih sposobnosti kod ove grupe dece. Naglasak je na potrebi da nastavnici koriste strategije koje podržavaju razvoj i upotrebu sintaksičkih sposobnosti kod ove grupe dece. Ove strategije se mogu koristiti na više i manje strukturirane načine, prema stepenu razvoja, sposobnostima i potrebama dece.

KLJUČNE REČI:

razvojni jezički poremećaj, sintaksičke sposobnosti, obrazovne implikacije.

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