The Beginnings of Literacy among Czech-Speaking Children with Developmental Dysphasia as Compared to their Normally The Beginnings of Literacy among Czech-Speaking Children with Developmental Dysphasia as The Beginnings of Literacy among Czech-Speaking Children with Developmental Dysphasia as Compared to their Normally Developing Contemporaries
Abstract
Development of literacy can be disrupted by presence of developmental disorders. The most commonly examined include developmental dyslexia and developmental dysphasia, which as shown in many studies have a narrow, but not directly causal relationship.
About a half of children with developmental dysphasia have school-age problems with mastering written language (reading, writing), but experts still have not found a clear answer to which deficit of developmental dysphasia are specific risk factors for developing reading and writing. In the study presented in this paper we have monitored development of 19 dysphatic children (VD) and 36 typically developing children (TV) from the preschool age to the end of the first grade.
As it turns out 58 % of dysphatic children have significantly worse results at the end of the 1st grade than normally developing peers (in task focused on area of emerging literacy - reading, writing, reading comprehension). We will try to show to readers the structure of language deficits in the Czech-speaking dysphatic children with regard to their impact on acquiring written language.