Phonological characteristics of mother and foreign language in children with developmental coordination disorder

Razvojni poremećaj koordinacije se manifestuje smetnjama u planiranju i koordinaciji složenih pokreta potrebnih za prilagođavanje okolini tokom akcije, bez prethodno dijagnostikovane intelektualne ometenosti, neurološkog ili nekog drugog senzornog oštećenja. Kako se radi o relativno čestom poremećaju kod školske dece, neretko udruženim sa govorno-jezičkim poremećajima i smetnjama u ovladavanju akademskih veština čitanja i pisanja, procena fonoloških karakteristika na maternjem i stranom jeziku kod ove grupe dece može omogućiti detekciju smetnji na fonološkom nivou, koje su u osnovi veština čitanja i pisanja na oba jezika. Uzorak je činilo 50 učenika trećeg razreda redovne osnovne škole sa teritorije Beograda, podeljenih u dve grupe, 25 dece sa razvojnim poremećajem kоordinacije i 25 dece bez teškoća u koordinaciji. U istraživanju je korišćen Upitnik za razvojni poremećaj koordinacije (DCDQ), Test fonološke svesnosti (Subotić, 2011) i Dynamic Indicators of Basic Early Literacy Skills (DIBELS, 2007) – Test za procenu imenovanja slova na engleskom jeziku (Letter Naming Fluency) i Test za procenu prepoznavanja inicijalnog glasa na engleskom jeziku (Initial Sound Fluency). Analiza rezultata pokazuje statistički značajne razlike u postignućima dece sa razvojnim poremećajem koordinacije u odnosu na decu bez ove teškoće na testovima identifikacije početnog i završnog fonema, na testu eliminacije fonema i fonemske supstitucije, kao i na testu imenovanja slova na engleskom jeziku i testu prepoznavanja inicijalnog glasa. Dobijeni rezultati ukazuju na to da deca sa razvojnim poremećajem koordinacije pokazuju smetnje u fonološkoj obradi na oba jezika u odnosu na decu bez ove teškoće, što može biti značajan prediktor u ovladavanju veštine čitanja i pisanja na oba jezika kod ove grupe dece.The developmental coordination disorder is manifested by difficulties in the planning and execution of coordinated motor abilities, without previously diagnosed intellectual delay, neurological condition or other sensory impairments. As a frequent disorder in school age children, commonly associated with speech-language disorders and learning disabilities associated with academic skills, primarily reading and writing, the assessment of phonological characteristics in mother tongue and foreign language in this group of children can provide detection of a delay on phonological level, which is the basis of reading and writing skills in both languages. The sample consisted of 50 third grade elementary school children from Belgrade, divided into two groups, 25 children with developmental coordination disorder and 25 children without coordination difficulties. For the assessment we used The Developmental Coordination Disorder Questionnaire (DCDQ), Phonological Awareness Test (Subotić, 2011) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS, 2007) – Test of Letter Naming Fluency and Test of Initial Sound Fluency. The analysis of the results showed statistically significant differences in the achievement of children with developmental coordination disorder in relation to children without coordination difficulties on the tests of identification of initial and final phonemes, on the test of elimination of phonemes and phonemic substitution, as well as on the Test of Letter Naming Fluency and Test of Initial Sound Fluency. The obtained results indicate that children with developmental coordination disorder show phonological processing delay in both languages compared to children without this difficulty, which can be a significant predictor in mastering of reading and writing in both languages in this group of children