Pragmatic Communication Disorder in Socially Disadvantaged First-grade Pupils.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F18%3A43895215" target="_blank" >RIV/44555601:13430/18:43895215 - isvavai.cz</a>

Výsledek na webu

<a href="https://pages.pedf.cuni.cz/gramotnost/files/2019/06/02_Pesat.pdf" target="_blank" >https://pages.pedf.cuni.cz/gramotnost/files/2019/06/02_Pesat.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Pragmatic Communication Disorder in Socially Disadvantaged First-grade Pupils.

Popis výsledku v původním jazyce

The communication skills of first-grade pupils (i.e. of the pupils that start the first compulsory year in Czech primary schools at the age of six) were explored to find possible risks of school underachievement with a focus on early intervention and supportive measures provided to these children to improve their worse communication skills.1 Items selected from among the current diagnostic tools used in speech and language therapy and special education were used to assess the communication skills of 330 first-grade primary school pupils (N = 330). The data that was acquired was processed, analysed, and statistically evaluated. Concurrently, the study mapped the number of pupils entering their first year of education with symptoms of ADHD, and the influence of different cultural backgrounds or living conditions on the development of the speaking skills of those children. It was found that deficits in the pragmatic language skills correlate to the disadvantageous cultural environment or different living conditions of the first-grade pupils, which was not confirmed for social language skills. The findings presented here suggest that the conception of the Social (Pragmatic) Communication Disorder as listed in DSM-5 is probably too broad.

Název v anglickém jazyce

Pragmatic Communication Disorder in Socially Disadvantaged First-grade Pupils.

Popis výsledku anglicky

The communication skills of first-grade pupils (i.e. of the pupils that start the first compulsory year in Czech primary schools at the age of six) were explored to find possible risks of school underachievement with a focus on early intervention and supportive measures provided to these children to improve their worse communication skills.1 Items selected from among the current diagnostic tools used in speech and language therapy and special education were used to assess the communication skills of 330 first-grade primary school pupils (N = 330). The data that was acquired was processed, analysed, and statistically evaluated. Concurrently, the study mapped the number of pupils entering their first year of education with symptoms of ADHD, and the influence of different cultural backgrounds or living conditions on the development of the speaking skills of those children. It was found that deficits in the pragmatic language skills correlate to the disadvantageous cultural environment or different living conditions of the first-grade pupils, which was not confirmed for social language skills. The findings presented here suggest that the conception of the Social (Pragmatic) Communication Disorder as listed in DSM-5 is probably too broad.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Gramotnost, pregramotnost a vzdělávání

ISSN

2533-7882

e-ISSN

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Svazek periodika

2018

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

24

Strana od-do

17-40

Kód UT WoS článku

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EID výsledku v databázi Scopus

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