The main points of presentation •Analysis of disruption of communication skills in pupils with • specific learning difficulties PhDr. Zuzana Sirmerova Specific learning difficulties Disruption of communication skills Methodology • Main aims and hyphotheses Type of research • Discription of research sample • Research tool • Results of research • Evaulation of hypotheses o Conclusion Specific learning difficulties o Specific learning difficulties are heterogeneous group of disorders manifests as a distinct difficulties in the aqusition and use of such skills like a speaking, understanding of speech, reading, writing and counting. Clasifi cation: • Dyslexia Dysgraphia • Dyscalculia • Dysorthographia • Dyspraxia Dyspinxia Dysmuzia Disruption of communication skills o Communication skills are disrupted when some of language levels - one or more together are distracting due to communication plan of the person o It can be phonetic and phonologic language level, lexical and semantic language level, morphologic and syntactic language level, pragmatic language level, verbal or nonverbal form of communication , graphic or oral form of communication or expressive or receptive part of communication The aims of the research q The main aim of the research is analysis of disruption of language levels in pupils with specific learning difficulties on basic school with a description of disruption in language levels c The research is focused on this language levels Phonetic and phonological Morphological and syntactic Lexical and semantic Pragmatic Hypothesis o h1 - The language levels are more disrupted in pupils with SLD from 2nd grade then from 3rd grade 0 h2 • The language levels are more disrupted in boys with SLD than girls with SLD o h3 Phonetic and phonological language level is more disrupted than the others language levels in pupils with SLD Methodology - the type of Research o The research is using elements of quantitative and qualitative research together, it means that the research is mixed o In research were used techniques of interview and tests o Quantitative part of research is focused on a collecting data via testing of pupils and quantification the results o qualitative part is analyzing the quality of communication skills in interview with pupils with sld Methodology-the research sample 0 Choosing the informants to the research sample was intentional o the research was conducted in two basic schools in Brno city. o in research sample are pupils with specific Learning Difficulties u Research sample involved 52 participants » 4th grade - 15 pupils * 3rd grade - 29 pupils • 2nd grade -8 pupils Methodology-the research tool o Test of its own design o The main aim of the test is to analyze communication skills in particular language levels in pupils with SLD o The test was developed on basis of a examination of speech therapist, focused on particular language levels: ■ phonetic and phonological ■ lexical and semantic • morphologic and syntactic • pragmatic Methodology - the Test o The test is divided in 2 parts - written part and oral part o Written part ■ 13 tasks • respecting the pace of individual • the instruction were read loudly to avoid reading mistakes Oral part ■ 13 tasks • each pupil individually • quiet separated room • focused on oral speech 1. Spoj iarou obrfl/ek U správnym nd/vein veci. SpoCíiej kolík mů slovo slabík a spoi čarou se správným počlem. (£-] r MÉI) P rvi Ryba Muchomúrka Počítač Lokomotiva PL ß [Pfoňl H. Kl' kiihK nm -t"m| anplJ h In- Opnk: phkbd: \kM - tody *Lodky a kysdy Hoi a Spuavy dobty u_ aaklasn_ Jopfcdua_ %\i\k> a_ Naptüd»!: • niaso. dileba. \we 4tmka. *ýr -to vfeäfcAQJpW jXMnwiny • okurek, unkev. kedlubny rnjre, *LV*ták lit vŠĽwhm> je /dcniiut • i-lsCtk .. ■■■■ awiŕks. jM>ľvi ■ i ,'ľ. i;., i ..i m viffchno j*:ctir*i>- « piwUil. slul. íidk\ křeslu. skňn (o viťchwo je_ 5. Vytvoř z podstatného jména, přídavné jméuo.Podstatné jméno je vždy podtrženo. Fiiklad: krnlia pro déti - détská knížka pero na psáni - psací pero šampon ha vlasy - vlaso\ý iarapón ničnik na pláž _ brýle pro potápěče plavky pro děti_ pohár se zmrzlinou krém na opalovaní EVAULATION OF HYPOTHESIS o H1 The language levels are more disrupted in pupils with SLD from 2nd grade then from 3rd grade Falsified Language levels P-P L-S M-S P 2nd grade 3rd grade 100% 93% 100% 96,50% 67,50% 76% 12,50% 21* EVAULATION OF HYPOTHESIS o H2 The language levels are more disrupted in boys with SLD than girls with SLD • Falsified Average number of pupils with disruption 80% 60% 40% 20% 0% I 1 Boys Girls EVAULATION OF HYPOTHESIS H3 - Phonetic and phonological language level is more disrupted than the others language levels in pupils with SLD • Falsified Disruption of language levels in pupils with SLD m \ Conclusion c The research confirms a disruption of language levels in pupils with SLD o In most cases it was a mild disruption of individual language levels o Severe difficulties appears occasionally o The most impaired language level was lexical and semantic language level o The least disruption was in pupils with SLD from 4th grade sources o BARTOŇOVÁ, Miroslava. Specifické poruchy učeni: text k distančnímu vzděláváni. Brno: Paido, 2012, 237 s. ISBN 978-807-3152-321 KLENKOVÁ, Jiřina. Logopedie: narušeni komunikační schopnosti, logopedická prevence, logopedická intervence v ŮR. příklady z praxe. Vyd. 1. Praha: Grada, 2006, 224 s. Pedagogika (Grada). ISBN 978-802-4711-102 o LECHTÁ, Viktor. Logopedické repetitorium: teoretické východiská súčasnej logopedie, moderné prístupy k logopedickej starostlivosti o osoby s narušenou komunikačnou schopnosťou. 1. vyd, Bratislava: Slov. Ped. nakl, 1990, 278 s. ISBN 978-800-8004-473. a Thanks for your attention