| Abstract [eng] |
The master’s thesis deals with theoretical concept of phonological disturbance, origin, causes analysis, the relationship between phonological awareness and learning (reading, writing) disorder. The aim of the research was to reveal the main criteria for identification of phonological disturbances and the speech therapists’ challenges of identification this disorder. The empirical part analyses the experience of speech therapists: the concept of phonological disorder, the basic identification criteria of the phonological disorder, the opinion of speech therapists about the differential characteristics of phonetic and phonological disorders. Speech therapists working at schools (N=8) and pedagogical psychological services (N=5) took part in this research. A semi-structured interview was used in this research. Empirical data revealed that speech therapists apply the same or similar criteria of phonological disorder. The main criteria of identifying phonological disorder which is used speech therapists is the ability to differentiate acoustically similar sounds. Specialists evaluate only phonemic comprehension skills. In practice, speech therapists do not have scientific literature and evidence is based on identification of phonological disorder, so identification is a very subjective phenomenon and the conclusion of the language research are not based on scientific evidence. |
