FONOLOŠKE VJEŠTINE I FONOLOŠKO PAMĆENJE: NEKE RAZLIKE IZMEĐU DJECE UREDNOGA JEZIČNOGA RAZVOJA, DJECE S PERINATALNIM OŠTEĆENJEM MOZGA I DJECE S POSEBNIM JEZIČNIM TEŠKOĆAMA KAO TEMELJNI PREDIKTOR ČITANJA
PHONOLOGICAL SKILLS AND PHONOLOGICAL MEMORY AS BASIC LITERACY PREDICTORS - SOME DIFFERENCES BETWEEN CHILDREN WITH TYPICAL LANGUAGE DEVELOPMENT, CHILDREN WITH PERINATAL BRAIN LESIONS AND CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMANT

Summary/Abstract: Contemporary research interests that are focused on the reading development and associated difficulties try to define the role of different cognitive processes as predictors of reading difficulties and disorders. Numerous research emphasize phonological variables as the most important for success in reading. Despite the fact that children with perinatal brain lesions as well as children with specific language impairments are at risk for developing reading difficulties, segment of phonological skills in these two populations is insufficiently investigated (especially in Croatian). The aim of the research is to compare three different groups of six-year-olds (children with typical language development, children with perinatal brain lesions and children with specific language impairment) on tasks that assess phonological skills and phonological memory. Except the analysis of differences, the features of the groups are described. The results show that these groups have statistically significant differences on the majority of variables that capture phonological skills and phonological memory. Beside its ’ empirical value, this research also contributes to the clinical work of speech and language pathologists because it describes features of phonological skills in children at risk for learning disabilities, further more, it enables the creation of appropriate intervention procedures based on phonological skills as predictors of reading difficulties.

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