: Language, Pre School, Screening. Language skills are important for a child to be able to receive information and knowledge at school and in his home environment. This child's language skills should be an important concern of all elements involved with child education, including speech therapists in an effort to monitor the child's language development before entering school. This study aims to find out the language skills profile of pre-school children aged 4-6 years. Participants were recruited from Surakarta Kindergarten with a total of 36 children to participate in this study with an age range between 4-6 years. Screening is given to participants. It is the screening result that will reflect the receptive and expressive language profile of the child. There are six test items that can be used to screen the language skills of pre-school children:simple commands, expressive vocabulary, color names, answer questions, sentence memory, and digit memories. Internal correlation of simple command grain r = 0.791 (p = 0.000), expressive vocabulary grain r = 0.749 (p = 0.000), the item named color r = 0.739 (p = 0.000), the item answered r = 0.754 (p = 0.000) item memory sentence r = 0.879 (p = 0.000), and the item memory digit r = 0.816 (p = 0.000). The value of internal validity or correlation between items in the language development screen is good enough because all correlated items have correlations with low probability values.
Background : Non Speech Oral Motor Treatment’s (NSOMT) is a collective term that require active and passive training of speech musculature (Lof & Watson, 2008). Controversy of use this method was found in several publication. Researcher notes many questions about NSOMT efication. Aim of study is to gather information about utility NSOMT among Speech Therapist’s in Central Java. Isssue of Evidence Based Practice (EBP)implementation was crucial to be answer. This study was to analyse use of NSOMT among central java clinicians who treat children with speech sound disorder. Methods: This study was conducted in March until July 2019. Total 146 speech therapist across Central Java was participated on this study. Data analysis used descriptive statistic and Spearman Rank. Results: 84,9% speech therapist in Central Java used NSOMT to treat children who have speech sound disorder. Education level had a correlation with utility NSOMT in speech sound intervention (OR: 4.61; 95%: 1.44-14.72; p: 0.010). Conclusions: The results suggested similar finding with survey was conducted before. Speech therapist needs to improve their knowledge about EBP and its implementation.
Meningkatnya debit air pada daerah aliran sungai (DAS) disebabkan oleh intensitas curah hujan yang tinggi. Salah satu cara untuk menanggulangi masalah tersebut adalah membuat saluran drainase atau saluran pembuang yang dapat mengalirkannya ke sungai. Menurunnya fungsi kapasitas tampungan air dan kurang optimalnya sistem jaringan drainase di Kota Kandangan menyebabkan terjadinya permasalahan genangan dan banjir. Langkah awal untuk pemulihan dan penanganan, peneliti melakukan kajian evaluasi kapasitas tampung saluran terhadap debit banjir rancangan untuk perencanaan sistem jaringan drainase Kota Kandangan. Penelitian ini dilakukan dengan cara menganalisis kapasitas tampung saluran eksisting untuk melakukan evaluasi atau penataan sistem jaringan drainase pada saluran primer yang tidak mampu menampung debit banjir rancangan. Perhitungan debit banjir rancangan dengan menggunakan metode rasional pada kala ulang Q5th dan Q10th. Berdasarkan hasil analisis kapasitas tampung pada sepuluh ruas saluran drainase, terdapat 3 saluran drainase yang mampu menampung debit banjir rancangan dengan kala ulang Q5th. Sedangkan, dengan menggunakan kala ulang Q10th, hanya terdapat 2 saluran yang mampu menampung debit banjir rancangan. Untuk hasil evaluasi sistem jaringan drainase di Kota Kandangan, terdapat penambahan outlet saluran pembuang dan penambahan luas dimensi rata-rata 1,49% pada kala ulang Q5th dan 1,66% pada kala ulang Q10th.
Background. In the learning process at school, especially in pre-school education, phonological ability is the entrance for children in mastery of language. In Indonesia, research that focuses on phonological abilities in pre-school children is still very limited. Objective. This study aims to determine the profile of pre-school children's phonological awareness abilities. Method. Participants were recruited from the Surakarta ABA Thoyibah Kindergarten with a total of 27 class B children to participate in this study. Screening is given to participants. The screening results will reflect the profile of children's phonological awareness abilities. Results. There are five items that can be used to screen pre-school children's phonological awareness skills: rhyme, syllable blending, initial phoneme identification, medial phoneme identification, and final phoneme identification. The results of the internal validation analysis of phonological awareness subtest were as follows: rhyme 0.684, syllable blending 0.772, initial phoneme identification 0.880, medial phoneme identification 0.862, and final phoneme identification 0.735. Conclusion. The value of internal validity or the correlation between items in phonological awareness screening is good because all items correlated have a correlation with a low probability value.
Background: Language and communication skills are essential skills that preschoolers must have. This ability is a precursor to further literacy skills which will later be useful in the academic process of children, so it is necessary to trace the language and communication skills of preschool children. Methods: This research is a survey research by distributing questionnaires to respondents. The questionnaire contains the profile of language and communication skills through parent reports. The analysis used is using descriptive statistics. Results: This study provides an overview of language and communication skills in depth. The language component consists of receptive language skills, expressive language skills, and initial literacy skills. Meanwhile, communication skills consist of attention and listening, the ability to follow simple commands, the ability to ask questions, and the ability to speak. About 20% of preschoolers have language skills below their peers. Conclusion: Data found on language skills of children under their peers. Further research is needed to prove broader data about preschool language skills.
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