Relationship between auditory processing skills and academic achievement of elementary school children
Sažetak
Cilj: Cilj ovog istraživanja je da utvrdi prevalenciju poremećaja slušnog procesiranja kod dece i ispita postojanje veze između veština slušnog procesiranja i uspeha u školi. Metod: Za utvrđivanje prevalencije poremećaja slušnog procesiranja kod školske dece u Hrvatskoj korišćen je skrining test Poremećaj slušnog procesiranja – 1 (PSP – 1). Pored toga, analizirane su korelacije između rezultata na skrinig testu, ukupne srednje ocene i rezultata subjektivnih procena čitanja, pisanja i matematičkih sposobnosti. Ukupno 412 AUDITORY PROCESSING SKILLS & ACADEMIC ACHIEVEMENT Specijalna edukacija i rehabilitacija, 22(2), 95-116, 2023 116 učesnika iz redovnih škola je grupisano na osnovu hronološkog uzrasta i razreda. Rezultati: Rezultati ukazuju da je 12 učesnika (približno 2.9%) imalo poteškoće na zadacima slušnog procesiranja, što je u skladu sa rezultatima drugih studija prema kojima se poremećaj slušnog procesiranja javlja kod 2-5% dece. Dva zadatka vezana za dihotičko slušanje su se pokazala kao najizazovnija za sve učesnike. Rezultati pokazuju da su postignuća učenika u školi, merena ukupnom srednjom ocenom i procenama njihovih akademskih i jezičkih veština od strane nastavnika, bila lošija kod učenika sa izraženim poremećajem slušnog procesiranja u poređenju sa vršnjacima iz istog razreda. Rezultati na skrinig testu Poremećaj slušnog procesiranja značajno koreliraju sa procenama nastavnika, ali ne i sa ukupnom srednjom ocenom. Zaključak: Značajna pozitivna korelacija je utvrđena i između ukupnih rezultata na skrinig testu i procenama čitanja, pisanja i matematičkih sposobnosti učenika od strane nastavnika. Ove sposobnosti učenika takođe značajno koreliraju sa njihovim srednjim ocenama. Ovi nalazi potvrđuju ideju da je poremećaj slušnog procesiranja u obrnutoj korelaciji sa postignućem u školi, što opravdava dalja istraživanja vezana za dijagnozu i tretman poremećaja slušnog procesiranja.
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