Славица М. Голубовић, Факултет за специјалну едукацију и рехабилитацију, имејл: nevenajecmenica88@gmail.com
Невена Д. Радивојевић, Факултет за специјалну едукацију и рехабилитацију
Невена Р. Јечменица, Факултет за специјалну едукацију и рехабилитацију
Универзитет у Београду, Факултет за специјалну едукацију и рехабилитацију
Иновације у настави, XXXII, 2019/3, стр. 74–89

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije1903074G

Резиме: Циљ истраживања је утврђивање фонолошких способности ‒ гласовне анализе и синтезе у речима ‒ и елемената фонолошке свесности код деце предшколског узраста. Испитивани узорак чини осамдесет петоро деце (четрдесет два дечака и четрдесет три девојчице), узраста од шест до седам година. За процену способности гласовне анализе и синтезе примењен је Тест гласовне анализе и синтезе у речима (Radičević & Marinković, 1993), док је за процену фонолошке свесности примењен Тест за процену фонолошке свесности ‒ ФОНТ тест (Subotić, 2011). Резултати истраживања су показали да су приликом процене елемената фонолошке свесности деца на шест од осам задатака показала просечну и натпросечну развијеност фонолошких способности: спајање слогова, слоговна сегментација, идентификовање почетног фонема, препознавање риме, фонемска сегментација и идентификовање завршног фонема, док су најнижа постигнућа остварена на задацима елиминације почетног фонема и фонемске супституције почетног фонема. Нису утврђене статистички значајне разлике између дечака и девојчица у постигнућу на задацима у оквиру ФОНТ теста (p>0.05). Даљом анализом резултата утврдили смо да су деца из узорка била успешнија на задацима синтезе једносложних и двосложних речи у односу на анализу једносложних и двосложних речи, посматрајући резултате просечног постигнућа. На задацима анализе и синтезе гласова утврђене су разлике у постигнућу међу дечацима и девојчицама на задацима синтезе гласова (p<0.05).

Кључне речи: анализа гласова, синтеза гласова, фонолошка свесност, фонолошке способности.

Summary: The aim of the research is to identify phonological abilities – voice analysis and word synthesis – and elements of phonological awareness in preschool children. The sample consisted of 85 children (42 boys and 43 girls), ages 6-7. The Test of the Speech Sound Analysis and Word Synthesis (Radičević & Marinković, 1993) was used to assess the ability of the speech sound analysis and synthesis, while the Test for Assessing Phonological Awareness – FONT Test (Subotić, 2011) was used to assess the respondents’ phonological awareness.
The results of the research showed that, in six out of eight tasks assessing the elements of phonological awareness, the children demonstrated an average and above average development of phonological abilities: syllable merging, syllabic segmentation, identifying the initial phoneme, identifying rhyme, phonemic segmentation, and identifying the final phoneme, while the lowest achievement was observed in the tasks of eliminating the initial phoneme and phonemic substitution of the initial phoneme. No statistically significant differences were found between boys and girls in their achievement on the FONT test tasks (p> 0.05). By further analyzing the results, and based on the results of average achievement, we found that the children constituting the research sample were more successful in the tasks of synthesizing monosyllabic and two-syllable words, than in the analysis of monosyllabic and two-syllable words. Differences in achievement between boys and girls regarding the speech sound analysis and synthesis tasks were identified in the tasks involving the speech sound synthesis (p <0.05).

Keywords: speech sound analysis, speech sound synthesis, phonological awareness, phonological abilities.

Литература:

• Ahmadi, S. Z. Z., Kashani, Z. A., Bakhtiari, B. M. & Keyhani, M. R. (2011). Effects of phoneme type on pronouncing the initial phoneme of a word in normal 5-6 year-old Persian-speaking children. Semnan Univeristy of Medical Sciences, Database: Directory of Open Access Journals. 12 (03), 319‒326. Retrieved April 10, 2019. from www: https://doaj.org/article/6810cf53ebde471ca67b579b24d4d0b6?
• Ardila, A., Rosselli, M., Matute, E. & Inozemtseva, O. (2011). Gender differences in cognitive development. Developmental Psychology. 47 (4), 984‒990. DOI: 10.1037/a0023819
• Ball, E. W. (1993). Assessing phoneme awareness. Language, Speech, and Hearing Services in Schools. 24, 130‒139. DOI: 10.1044/0161-1461.2403.130
• Bruce, D. (1964). The analysis of word sounds. British Journal of Educational Psychology. 34, 158‒170. DOI: 10.1111/j.2044–8279.1964.tb00620.x
• Caravolas, M., Hulme, C. & Snowling, M. J. (2001). The foundations of spelling ability: evidence from a 3-year longitudinal study. Journal of Memory and Language. 45, 751‒774. DOI: 10.1006/jmla.2000.2785
• Chipere, N. (2013). Sex differences in phonological awareness and reading ability. Language Awareness. 23 (3), 275‒289. DOI: 10.1080/09658416.2013.774007
• De Jong, P. F. (2007). Phonological awareness and the use of phonological similarity in letter-sound learning. Journal of Experimental Child Psychology. 98, 131‒152. DOI: 10.1016/j.jecp.2007.06.003
• Dich, N. & Cohn, A. C. (2013). A review of spelling acquisition: spelling development as a source of evidence for the psychological reality of the phoneme. Lingua. 133, 213‒229. DOI: 10.1016/j.lingua.2013.04.010
• Elenius, K. O. E. & Traven, H. G. C. (1993). Multi-layer perceptions and probabilistic neural networks for phoneme recognition. STL-QPSR. 34 (2‒3), 001‒006. Retrieved March 1, 2019. from www: http://speech.kth.se/prod/publications/files/1121.pdf
• Engen, L. & Hoien, T. (2002). Phonological skills and reading comprehension. Reading and writing: аn interdisciplinary Journal. 15 (7‒8), 613‒631.
• Fox, B. & Routh, D. K. (1984). Phonemic analysis and synthesis as word attack skills: revisited. Journal of Educational Psychology. 76 (6), 1059‒1064. DOI: 10.1037/0022-0663.76.6.1059
• Geudens, A., Sandra, D. & Van den Broeck, W. (2004). Segmenting two-phoneme syllables: developmental differences in relation with early reading skills. Brain and Language. 90, 338‒352. DOI: 10.1016/S0093-934X(03)00446-2
• Golubović, S. (1998). Klinička logopedija II. Beograd: Univerzitet u Beogradu.
• Golubović, S. (2000). Disleksija. Beograd: Univerzitetska štampa.
• Golubović, S. (2003). Taksonomija fonoloških poremećaja. Istraživanja u defektologiji. 2, 77‒95.
• Golubović, S. (2006). Razvojni jezički poremećaji. Beograd: Društvo defektologa Srbije ‒ Merkur.
• Golubović, S. (2007). Fonološki poremećaji. Beograd: Društvo defektologa Srbije ‒ Merkur.
• Golubović, S. (2012). Fonološki poremećaji. Drugo izmenjeno i dopunjeno izdanje. Beograd: Društvo defektologa Srbije ‒ Tonplus.
• Golubović, S. (2016). Razvojni jezički poremećaji. Treće dopunjeno i izmenjeno izdanje. Beograd: Društvo defektologa Srbije ‒ Tonplus.
• Golubović, S. (2017). Fonološki poremećaji. Treće dopunjeno i izmenjeno izdanje. Beograd: Društvo defektologa Srbije ‒ Tonplus.
• Golubović, S., Ječmenica, N., Subotić, S., Kobac, D. (2019). Razvoj fonološke svesnosti kod dece uzrasta od šest do osam godina. Primenjena psihologija. 12 (2), 157‒182. DOI: 10.19090/pp.2019.2.157-182
• Gombert, J. E. (1996). What do children do when they fail to count phonemes? International Journal of Behavioral Development. 19, 757‒772. DOI: 10.1177%2F016502549601900405
  •• Goodluck, H. (1990). Knowledge integration in processing and acquisition: comments on Grimshaw and Rosen. In: Frazier, L. & De Villiers, J. (Eds.). Language processing and language acquisition. Studies in Theoretical Psycholinguistics (10). Dordrecht: Springer.
• Hall, P. K. & Tomblin, B. J. (1978). A follow-up study of children with articulation and language disorders. Journal of Speech and Hearing Disorders. 43 (2), 227‒241. DOI: 10.1044/jshd.4302.227
• Helfgott, J. A. (1976). Phonemic segmentation and blending skills of kindergarten children: implications for beginning reading acquisition. Contemporary Educational Psychology. 1 (2), 157‒169. DOI: 10.1016/0361-476X(76)90020-5
• Hoien, T., Lundberg, I., Stanovich, K. E. & Bjaalid, I. (1995). Components of phonological awareness. Reading and Writing: аn Interdisciplinary Journal. 7, 171‒188.
• Jorm, A. & Share, D. (1983). Phonological recoding and reading acquisition. Applied Psycholinguistics. 4, 103‒147.
• Kašić, Z. (1997) Zatvorena klasa reči ‒ jezičke i komunikativne funkcije. Beogradska defektološka škola. 2, 127‒130.
• Kašić, Z. (2003). Percepcija distinktivnih obeležja u izolovanim jednosložnim rečima kod dece mlađeg školskog uzrasta. Istraživanja u defektologiji. 3, 217‒240.
• Kostić, Đ., Vladisavljević, S. (1995). Govor i jezik deteta u razvoju. Beograd: Zavod za udžbenike i nastavna sredstva.
• Lazarević, E. (2014). Razvijenost fonološke sposobnosti dece predškolskog uzrasta. Zbornik Instituta za pedagoška istraživanja. 46 (2), 425‒450. DOI: 10.2298/ZIPI1402425L
• Lundberg, I., Larsman, P. & Strid, A. (2012). Development of phonological awareness during the preschool year: the influence of gender and socio-economic status. Reading and Writing. 25 (2), 305‒320. McGuiness, D. (1997). Decoding strategies as predictors of reading skill: а follow-on study. Annals of Dyslexia. 47, 117‒150.
• Nation, K. & Hulme, C. (1997). Phonemic segmentation, not onset rime segmentation, predicts early reading and spelling skills. Reading Research Quarterly. 32, 154‒167. DOI: 10.1598/RRQ.32.2.2.
• Nikolić, M. M., Milenković, S. M. (2019). Predlog programa za podsticanje razvoja predveština čitanja u predškolskoj ustanovi. Inovacije u nastavi. XXXII (1), 125‒138. DOI: 10.5937/inovacije1901125N
• Radičević, V., Marinković, J. (1993). Diferencijalno-dijagnostički značaj testa za glasovnu analizu i sintezu reči. Defektološka teorija i praksa. 1, 128‒134.
• Sarma, M. & Sarma, K. K. (2013). An ANN based approach to recognize initial phonemes of spoken words of Assamese language. Applied Soft Computing. 13, 2281‒2291. DOI: 10.1016/j.asoc.2013.01.004.
• Savić, M., Anđelković, D., Buđevac, N. i Van der Lely, H. (2010). Fonološka složenost i mesto slogovnog akcenta kao indikatori fonološkog razvoja u usvajanju srpskog jezika. Psihologija. 43 (1), 167‒185. DOI:10.2298/PSI1002167S
• Schreuder, R. & Van Bon, W. H. J. (1989). Phonemic analysis: effects of word properties. Journal of Research in Reading. 12, 59‒78. DOI: 10.1111/j.1467-9817.1989.tb00303.x.
• Share, D. L. (1995). Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition. 55, 151‒218. DOI: 10.1016/0010-0277(94)00645-2.
• Shriberg, L. B. & Kwiatkowski, J. (1982). Phonological disorders III: a procedure for assessing severity of involvement. Journal of Speech and Hearing disorders. 47, 256‒270.
• Sproat, R. & Fujimura, O. (1993). Allophonic variation in English /l/ and its implications for phonetic implementation. Journal of Phonetics. 21, 291‒311.
• Stanovich, K. E., Cunningham, A. E. & Cramer, B. (1984). Assessing phonological awareness in kindergarten children: issues of task comparability. Journal of Experimental Child Psychology. 38, 175‒190. DOI:10.1016/0022-0965(84)90120-6.
• Stanovich, K. E. (1985). Explaining the variance in reading ability in terms of psychological processes: What have we learned? Annals of Dyslexia. 35, 67‒96.
• Subotić, S. (2011). Konstrukcija testa fonološke svijesti na Srpskom jeziku. Primenjena psihologija. 2, 127‒149.
• Thomas-Tate, S., Washington, J. & Edwards, J. (2004). Standardized аssessment of phonological awareness skills in low-income African American first graders. American Journal of Speech-Language Pathology. 13, 182‒190. DOI: 10.1044/1058-0360(2004/018).
• Torgessen, J. (1985). Memory processes in reading disabled children. Journal of Learning disabilities. 18, 350‒358.
• Tyler, A. A., Edwards, M. L. & Saxman, J. H. (1990). Acoustic validation of phonological knowledge and its relationship to treatment. Journal of Speech and Hearing Disorders. 55 (2), 251‒261. DOI: 10.1044/jshd.5502.251.
• Ukrainetz, T. A., Nuspl, J. J., Wilkerson, K. & Beddes, S. R. (2011). The effects of syllable instruction on phonemic awareness in preschoolers. Early Childhood Research Quarterly. 26, 50‒60. DOI: 10.1016/j.ecresq.2010.04.006.
• Van Bon, W. H. J. & Duighuisen, H. C. M. (1995). Sometimes spelling is easier than phonemic segmentation. Scandinavian Journal of Psychology. 36, 82‒94. DOI: 10.1111/j.1467-9450.1995.tb00970.x.
• Van Reenen, P. & Jongkind, A. (2000). De vocalisering van de /l/ in het standaard- Nederlands [Vocalization of /l/ in Standard Dutch]. Taal en Tongval. 52, 189‒199.
• Wood, C. & Terrell, C. (1998). Poor readers’ ability to detect speech rhythm and perceive rapid speech. British Journal of Developmental Psychology. 16, 397‒413. DOI: 10.1111/j.2044-835X.1998.tb00760.x.
• Young-Suk, K. (2006). Phonological awareness and literacy skills in Korean: an examination of the unique role of body-coda units. Applied Psycholinguistics. 28, 69‒94. DOI: 10.1017/S014271640707004X.
• Ziegler, J. C. & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. Psychological Bulletin. 131, 3‒29.

Copyright © 2019 by the authors, licensee Teacher Education Faculty University of Belgrade, SERBIA. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited.