| Abstract [eng] |
Some pupils who start to attend school have problems in studying specially those who have speech impairments. There are no a lot of investigations analysing relationship between speech impairments and school achievements. The aim of this investigation is to disclose school achievements in the first grade of those pupils who have speech impairments. The investigation was performed on two stages. At the first stage (from 2006 November till 2007 February) 50 pupils participated in this investigation but only 33 had speech impairments, i.e. who do not pronounce some sounds or change them into others. At the second stage (2008 December and 2009 April) 18 pupils participated from those 33 who had speech impairments in comparison with 24 pupils who had no speech impairments. It was assessment of reading, writing and mathematical capabilities in this investigation. The results have shown that most of pupils had phonological speech impairment, i.e. phonological sonic dyslalia, in preschool age. There are no differences in mathematical capabilities between pupils who have and have no speech impairments comparing first and second half-year. Pupils with speech impairments make more vowel and consonant changing mistakes also the first letter in the beginning of sentence mistakes in the first half-year than those who have no speech impairments. Schoolchildren with speech impairments have poor reading skills and make steady mistakes during the first half-year. Meanwhile these pupils miss, insert or counter change words and hesitate in reading during the second half-year. There are no correlations between first and second half-year mathematical capabilities, i.e. sequence of numbers and mathematical operations in schoolchildren who have no speech impairments. Meanwhile verbal exercises and comparison of numbers do correlate in schoolchildren who have no speech impairments. There are no correlations between first and second half-year writing mistakes in the group of pupils who have no speech impairments. There is noticeable increase tendency of syllable, vowel, consonant and words missing, letters counter changing, needless letters writing and other mistakes in the group of pupils who have speech impairments. There are no correlations between first and second half-year mathematical capabilities in the same group of the schoolchildren. Moreover there is increase of reading mistakes in the group of pupils who have speech impairments during the second half-year. |
