Rana pismenost - vrijednost procjene

Lenček, Mirjana; Užarević, Martina

doi:10.31299/hrri.52.2.5

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…Two reading/naming blocks started with /b/ and /d/ consonants, and two reading/naming blocks with consonants /k/ and /g/. The graphemes /b/, /d/, /g/, and /k/ are chosen because PDs in the Croatian language often make visual or auditive mistakes during reading [111]. Word and picture stimuli were divided into four blocks consisting of 16 words/pictures each (Figure 1).…”

Section: Materials and Stimulimentioning

confidence: 99%

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Overt Word Reading and Visual Object Naming in Adults with Dyslexia: Electroencephalography Study in Transparent Orthography

Perkušić Čović,

Vujović,

Šoda

et al. 2024

Bioengineering

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The study aimed to investigate overt reading and naming processes in adult people with dyslexia (PDs) in shallow (transparent) language orthography. The results of adult PDs are compared with adult healthy controls HCs. Comparisons are made in three phases: pre-lexical (150–260 ms), lexical (280–700 ms), and post-lexical stage of processing (750–1000 ms) time window. Twelve PDs and HCs performed overt reading and naming tasks under EEG recording. The word reading and naming task consisted of sparse neighborhoods with closed phonemic onset (words/objects sharing the same onset). For the analysis of the mean ERP amplitude for pre-lexical, lexical, and post-lexical time window, a mixed design ANOVA was performed with the right (F4, FC2, FC6, C4, T8, CP2, CP6, P4) and left (F3, FC5, FC1, T7, C3, CP5, CP1, P7, P3) electrode sites, within-subject factors and group (PD vs. HC) as between-subject factor. Behavioral response latency results revealed significantly prolonged reading latency between HCs and PDs, while no difference was detected in naming response latency. ERP differences were found between PDs and HCs in the right hemisphere’s pre-lexical time window (160–200 ms) for word reading aloud. For visual object naming aloud, ERP differences were found between PDs and HCs in the right hemisphere’s post-lexical time window (900–1000 ms). The present study demonstrated different distributions of the electric field at the scalp in specific time windows between two groups in the right hemisphere in both word reading and visual object naming aloud, suggesting alternative processing strategies in adult PDs. These results indirectly support the view that adult PDs in shallow language orthography probably rely on the grapho-phonological route during overt word reading and have difficulties with phoneme and word retrieval during overt visual object naming in adulthood.

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Section: Materials and Stimulimentioning

confidence: 99%

“…Regarding orthographic depth and consistency, the Croatian language is considered a language with shallow (transparent) orthography, such as Italian or Greek. Beyond transparency, the Croatian language has a complex syllabic system, double graphemes, and graphemes with diacritics [111].…”

Section: Overt Reading Of Words and Erpmentioning

confidence: 99%

Overt Word Reading and Visual Object Naming in Adults with Dyslexia: Electroencephalography Study in Transparent Orthography

Perkušić Čović,

Vujović,

Šoda

et al. 2024

Bioengineering

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“…However, the level of reading and writing readiness varies significantly among students. Preschool programs are not uniformly defined, especially in terms of expected levels of early literacy and, more importantly, language preparation 10.3389/fpsyg.2024.1297183 (Lenček and Užarević, 2016;Kuvač Kraljević et al, 2019). In the first 2 years of school, literacy is predominantly taught as part of the school subject "Hrvatski jezik" (Croatian language), in which reading, writing, and other native language topics are taught for a total of 175 instructional hours per year, with one instructional hour corresponding to 45 min.…”

Section: Croatian Educational Systemmentioning

confidence: 99%

Predictors of reading comprehension and profiling of poor readers in Croatian: educational and clinical perspectives

Kuvač Kraljević,

Runje,

Ružić

et al. 2024

Front. Psychol.

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IntroductionReading is an important academic skill. Children who exhibit reading difficulties are more likely to experience various negative professional and personal consequences. To successfully identify children with reading problems as early as possible, one must first understand how reading skills can be mastered, as well as the course of reading development in children with typical reading skills from the beginning of their formal reading instruction. Thus, the purpose of this study was to determine the influence of decoding and language comprehension on reading comprehension ability. In addition, this study aimed to determine types of profiles among poor readers and estimate their frequency in the study sample.MethodsBased on the Simple View of Reading model, we developed decoding, language comprehension, and reading comprehension tasks. Participants included 100 typical readers (TR) and 95 poor readers (PR) in the second grade in Croatian schools. Phonemic awareness, phonological working memory, and rapid automatized naming tasks were used to test underlying abilities of decoding skills in both groups of participants.ResultsAs expected, PRs showed significantly lower performance on all variables than TRs. The correlations between decoding, language comprehension and reading comprehension are significant in the PR group. The linear regression analysis showed that language comprehension was a significant predictor of reading comprehension for TRs, while decoding and language comprehension were significant predictors of reading comprehension for PRs. The profiling of reading difficulties revealed five different profiles, the most common of which was a mixed reading difficulty, i.e., difficulties in both decoding and language comprehension.DiscussionIn line with theoretical expectations, success in reading comprehension in TRs at the end of the second grade depends mainly on language comprehension. To achieve this complex cognitive skill, PRs‘ language comprehension alone is not sufficient, so they still rely on their decoding skills. Among the poor readers, there was a high prevalence of children with decoding problems (i.e., three out of five profiles). Teachers should be able to identify and monitor decoding difficulties in children, since these difficulties are associated with noticeable manifestations, unlike those associated with comprehension difficulties.

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“…Rana pismenost podrazumijeva sposobnosti i vještine koje dijete razvija u ranoj dobi, a koje su kasnije važne za ovladavanje procesima čitanja i pisanja(Lenček 2016).…”

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Phonological awareness as a foundation for developing early literacy skills

Aladrović Slovaček,

Reparinac

2023

Fluminensia (Online)

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Za upis djece u prvi razred osnovne škole provodi se testiranje u kojemu je jedan od temeljnih zadataka provjeriti spremnost djeteta na kognitivnoj i emocionalnoj razini. Na kognitivnoj razini najviše se zadataka posvećuje provjeri grafomotoričke spremnosti te fonološke osviještenosti. Upravo se za taj test pripremaju djeca u pripremnom razdoblju, godinu dana prije polaska u školu, a koji se naziva predškolom i organizira se u vrtićkoj skupini ili zasebno za djecu koja nisu polaznici vrtića. Budući da je fonološka osviještenost, odnosno proces glasovne analize i sinteze temelj za ovladavanje predčitalačkim, a kasnije i čitalačkim vještinama, važno je na tome sustavno raditi. Najbolji način jesu fonološke igre kojima je cilj na različite načine poticati glasovnu analizu i sintezu te proizvodnju rime jer se u igri djeca osjećaju opušteno i igra im je prirodna aktivnost. Upravo zato cilj je ovoga rada ispitati koliko odgojitelji često i na koji način provode aktivnosti i igre kojima se potiče fonološka osviještenost, a s druge strane provjeriti uspješnost djece predškolske dobi u zadatcima u kojima je potrebno napraviti glasovnu analizu ili sintezu. Rezultati istraživanja pokazali su da većina odgojitelja provodi aktivnosti kojima se potiče fonološka osviještenost, ali tek u predškolskoj dobi. S druge strane, djeca predškolske dobi pokazala su relativnu uspješnost u zadatcima glasovne analize i sinteze, te se pokazalo kako na te rezultate utječe njihov spol, obrazovanje majke, redoslijed rođenja u obitelji i polaze li program ranoga usvajanja engleskoga jezika.

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Rana pismenost - vrijednost procjene

Cited by 5 publications

References 5 publications

Overt Word Reading and Visual Object Naming in Adults with Dyslexia: Electroencephalography Study in Transparent Orthography

Overt Word Reading and Visual Object Naming in Adults with Dyslexia: Electroencephalography Study in Transparent Orthography

Predictors of reading comprehension and profiling of poor readers in Croatian: educational and clinical perspectives

Phonological awareness as a foundation for developing early literacy skills

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