Fonološka svesnost, verbalna radna memorija i brzo automatsko imenovanje kao pokazatelji razvijenosti rečnika kod dece predškolskog uzrasta

Nevena Ječmenica; Slavica Golubović

doi:10.5937/specedreh20-34404

Nevena Ječmenica Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd, Srbija
Slavica Golubović Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd, Srbija

DOI: https://doi.org/10.5937/specedreh20-34404

Ključne reči: fonološka svesnost, ekspresivni rečnik, receptivni rečnik

Sažetak

Uvod: Prema modelu leksičkog restrukturiranja, razvoj rečnika pokreće razvoj fonoloških reprezentacija. Stoga se može predvideti da će deca sa razvijenim rečnikom posedovati vrlo specifične fonološke reprezentacije reči. Cilj: Cilj istraživanja je da se utvrdi značaj fonološke svesnosti, verbalne radne memorije i brzog automatskog imenovanja kao pokazatelja razvijenosti ekspresivnog i receptivnog rečnika kod dece predškolskog uzrasta. Metode: Istraživanjem je obuhvaćeno 86 dece tipičnog razvoja. Za procenu fonološke svesnosti, verbalne radne memorije, brzog automatskog imenovanja, ekspresivnog i receptivnog rečnika korišćeni su suptestovi koji predstavljaju deo Clinical Evaluation of Language Fundamentals – Fourth Edition baterije. Rezultati: Rezultati istraživanja pokazuju da model koji objedinjuje uzrast, fonološku svesnost, verbalnu radnu memoriju i brzo automatsko imenovanje predviđa 51% varijanse postignuća na zadacima procene ekspresivnog rečnika (F = 7.73, df1 = 2, df2 = 75, p < .001) i 38% varijanse postignuća na zadacima procene receptivnog rečnika (F = 4.65, df1 = 2, df2 = 75, p < .001). U konačnom modelu kao statistički značajni pokazatelji ekspresivnog rečnika ističu se samo zadaci identifikacije i supstitucije fonema, kao i brzo automatsko imenovanje (p < .05). Sa druge strane, kao statistički značajni pokazatelji receptivnog rečnika ističu se analiza i sinteza fonema, verbalna radna memorija i brzo automatsko imenovanje (p < .05). Zaključak: Dobijeni rezultati pokazali su da uzrast, fonološka svesnost, verbalna radna memorija i brzo automatsko imenovanje imaju značajan doprinos u razvoju rečnika kod dece pre formalne obuke čitanja.

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