| Abstract [eng] |
In this survey the theoretic analysis was made on expression of phonological disorders in school age. Using school documents' analysis the study was made. Its aim – to reveal expression of phonological disorders of school age puils concerning their oral and written utterance. The comparative data analysis was used. 150 pupils' (1 – 4 grade) school documents were analysed. In the empirical part the most important issues were dealt: expression and the meaning of phonological disorders for fluent pupil development at school age. The most often occured phonological disorders, their conceptions, reasons of origin, as well as phonological disorders bonds with oral and written utterance were analysed. Such relevant conclusions of the empirical assay were done: 1. After comparing different grade pupils' expression of phonological disorders in oral and written utternace, it found out that phonological mistakes most often are found in the second grade pupils' writings. Meanwhile, such mistakes were less often among the first grade pupils and even more less among the third and forth grade pupils. It was identified that specific primary schoolchildren writing mitakes were: vowel changing, missing or adding letters, missing soft vowel. 2. Phonological mistakes in oral utterance were most common among the first and the second grade pupils. There were less such mistakes among the third and forth grade pupils. It was identified that most common primary schoolchildren mitakes in oral utterance were: correct sound pronunciation in the words, the rewording of harder contextured words, as well as the rewording rows of syllables. It was seen that pupils of forth grade do less phonological mistakes equally in oral and written utterance. 3. Expression of phonological disorders is bigger in written utterance. |
