http://dspace.utlib.ee:80/dspace/handle/10062/6342 Wed, 08 Feb 2012 23:29:45 GMT 2012-02-08T23:29:45Z http://dspace.utlib.ee:80/dspace/handle/10062/23130 Sõnamoodustusoskused kakskeelsetel ja alakõnega koolieelikutel kõnetesti ülesannete näitel : bakalaureusetöö eripedagoogika erialal Saarma, Liis The aim of the present study was to examine word formation skills among preschool monolingual children with language impairment and bilingual children with normal development. 63 monolingual children with speech and language impairment and 94 bilingual children between the ages of 5 to 7 participated in the study. The participants were presented three assignments of word formation, where children had to form compounds and derivations or use both word forming operations at the same time. The results of the study showed that bilingual children are more successful in forming compounds and derivatives than monolingual children with language impairment. Children with language impairment performed better when they had to use compounding and derivation at the same time. Analysing the types of the mistakes a fact emerged, which showed that the two study groups differ from each other in the amount of the different types of mistakes. Fri, 01 Jan 2010 00:00:00 GMT http://dspace.utlib.ee:80/dspace/handle/10062/23130 2010-01-01T00:00:00Z Saarma, Liis The aim of the present study was to examine word formation skills among preschool monolingual children with language impairment and bilingual children with normal development. 63 monolingual children with speech and language impairment and 94 bilingual children between the ages of 5 to 7 participated in the study. The participants were presented three assignments of word formation, where children had to form compounds and derivations or use both word forming operations at the same time. The results of the study showed that bilingual children are more successful in forming compounds and derivatives than monolingual children with language impairment. Children with language impairment performed better when they had to use compounding and derivation at the same time. Analysing the types of the mistakes a fact emerged, which showed that the two study groups differ from each other in the amount of the different types of mistakes. http://dspace.utlib.ee:80/dspace/handle/10062/23129 Matemaatilise situatsioonimudeli loomise oskus abikooli 4. ja 5. klassi õpilastel : bakalaureusetöö eripedagoogika erialal Juhkam, Maris Children with mental disorder find mathematics as one of the most difficult subjects at school. Solving word problems, which requires the active involvement of many cognitive processes, is particularly problematic. But it is namely the development of cognitive processes, which is hindered in children with mental disorder. However, by using appropriate correction techniques, difficulties can be overcome and students can be considerably developed. Solving word problems is mistakenly considered as a purely mathematical issue, while it actually requires a thorough psycho-linguistic analysis. Indeed, the main difficulties arise at the level of understanding word problems as mathematical text. The information contained in a word problem is presented in a “compressed” style, consisting of complicated grammatical structures. In order to understand such text, students have to be fluent in specific text comprehension strategies. Only when students have understood the essence of the text, can they concentrate on the so-to-say “normal” mathematics (computation). The objective of this thesis is to study the comprehension of text containing a lot of numerical data and the answering of questions requiring computation. Questions asked about the text were divided into two types: tasks requiring the comprehension of the text basis and the creation of a situation model (SM), and questions requiring the creation of a mathematical situation model (MSM) and the computation thereof. The study was conducted with 4th and 5th grade students of a school for children with special needs. The results showed that students had difficulties distinguishing between important and unimportant information depending on the type of question. The questions requiring the creation of an MSM and computation proved to be more difficult. Fri, 01 Jan 2010 00:00:00 GMT http://dspace.utlib.ee:80/dspace/handle/10062/23129 2010-01-01T00:00:00Z Juhkam, Maris Children with mental disorder find mathematics as one of the most difficult subjects at school. Solving word problems, which requires the active involvement of many cognitive processes, is particularly problematic. But it is namely the development of cognitive processes, which is hindered in children with mental disorder. However, by using appropriate correction techniques, difficulties can be overcome and students can be considerably developed. Solving word problems is mistakenly considered as a purely mathematical issue, while it actually requires a thorough psycho-linguistic analysis. Indeed, the main difficulties arise at the level of understanding word problems as mathematical text. The information contained in a word problem is presented in a “compressed” style, consisting of complicated grammatical structures. In order to understand such text, students have to be fluent in specific text comprehension strategies. Only when students have understood the essence of the text, can they concentrate on the so-to-say “normal” mathematics (computation). The objective of this thesis is to study the comprehension of text containing a lot of numerical data and the answering of questions requiring computation. Questions asked about the text were divided into two types: tasks requiring the comprehension of the text basis and the creation of a situation model (SM), and questions requiring the creation of a mathematical situation model (MSM) and the computation thereof. The study was conducted with 4th and 5th grade students of a school for children with special needs. The results showed that students had difficulties distinguishing between important and unimportant information depending on the type of question. The questions requiring the creation of an MSM and computation proved to be more difficult. http://dspace.utlib.ee:80/dspace/handle/10062/23128 Viie- ja kuueaastaste laste standardiseeritud kõnetesti valiidsuse hindamine : magistritöö eripedagoogika erialal Veikar, Helen The aim of present master thesis was to verify the developed standardized tests suitability for assessing speech and language development of children at the age of five to six, and for distinguishing risk group, by studying different indicators of validity: content-related, construct-related, concurrent validity (kindergarten teachers opinions on children’s language abilities in comparison with the test-results). This study presents cases of two children with normal language development, a risk group child and a child with a language disorder. Skills were described using quantitative (compared to the norm of language development) and qualitative (types of mistakes made) measures. As an outcome of the present paper there are recommedations for speech developing. Fri, 01 Jan 2010 00:00:00 GMT http://dspace.utlib.ee:80/dspace/handle/10062/23128 2010-01-01T00:00:00Z Veikar, Helen The aim of present master thesis was to verify the developed standardized tests suitability for assessing speech and language development of children at the age of five to six, and for distinguishing risk group, by studying different indicators of validity: content-related, construct-related, concurrent validity (kindergarten teachers opinions on children’s language abilities in comparison with the test-results). This study presents cases of two children with normal language development, a risk group child and a child with a language disorder. Skills were described using quantitative (compared to the norm of language development) and qualitative (types of mistakes made) measures. As an outcome of the present paper there are recommedations for speech developing. http://dspace.utlib.ee:80/dspace/handle/10062/23127 5–6-aastaste laste vahendatud ja vahendamata jutustuste mikrostruktuur : magistritöö eripedagoogika erialal Teiter, Tuuli The aim of this study was to investigate the microstructure of 5- and 6-year-old children´s narratives. It was investigated productivity of sentences and words, intersential and withinsential cohesion and cohesive adequacy in narratives that were elicited through pictureseries and heard stories. The study involved 35 5-year old and 39 6-year old children with normal language development. The test group included 22 children with language impairment. In comparison, Master´s thesis of Ruul (2009) information of the narratives of the same children was used. It was found that there was no significant difference in the volume of retold stories and in the use of various cohesion types between the age groups of children with normal language development, but principally – retold stories of the 6-year old children were longer and more various types of cohesion means were used when compared to the 5-year old children. It turned out that the cohesion adequacy coefficient of the 6-year old children was much higher than the coefficient of the 5-year old children. When comparing the results of children with and without language impairment it appeared that the volume of retold stories of children with language disorder was much smaller, much less different means of cohesion were used and the cohesion adequacy coefficient was substantially lower. It appeared that the retold story of every child was significantly shorter and less types of cohesion were used, compared with the original stories that children were told. It turned out that the retold stories were longer and – compared to the narratives – they mediated much more various types of cohesion. Compared with 5-year old children, the micro-level of the retold stories of the 6-year old children was more structured, a micro-level of the retold stories passed on by children with language disorder was much less structured (compared to the children without language impairment), narratives of the children had less means of formal cohesion than the original narrative did, and – compared to the narratives, stories told by children (story-retells) were technically more cohesive. Thus, we can say that evaluating of the microstructures of the narratives and story-retells of 5-6-year old children makes it possible to distinguish children with normal language development from children with language impairment and to identify the potential development of children´s text creation ability. Fri, 01 Jan 2010 00:00:00 GMT http://dspace.utlib.ee:80/dspace/handle/10062/23127 2010-01-01T00:00:00Z Teiter, Tuuli The aim of this study was to investigate the microstructure of 5- and 6-year-old children´s narratives. It was investigated productivity of sentences and words, intersential and withinsential cohesion and cohesive adequacy in narratives that were elicited through pictureseries and heard stories. The study involved 35 5-year old and 39 6-year old children with normal language development. The test group included 22 children with language impairment. In comparison, Master´s thesis of Ruul (2009) information of the narratives of the same children was used. It was found that there was no significant difference in the volume of retold stories and in the use of various cohesion types between the age groups of children with normal language development, but principally – retold stories of the 6-year old children were longer and more various types of cohesion means were used when compared to the 5-year old children. It turned out that the cohesion adequacy coefficient of the 6-year old children was much higher than the coefficient of the 5-year old children. When comparing the results of children with and without language impairment it appeared that the volume of retold stories of children with language disorder was much smaller, much less different means of cohesion were used and the cohesion adequacy coefficient was substantially lower. It appeared that the retold story of every child was significantly shorter and less types of cohesion were used, compared with the original stories that children were told. It turned out that the retold stories were longer and – compared to the narratives – they mediated much more various types of cohesion. Compared with 5-year old children, the micro-level of the retold stories of the 6-year old children was more structured, a micro-level of the retold stories passed on by children with language disorder was much less structured (compared to the children without language impairment), narratives of the children had less means of formal cohesion than the original narrative did, and – compared to the narratives, stories told by children (story-retells) were technically more cohesive. Thus, we can say that evaluating of the microstructures of the narratives and story-retells of 5-6-year old children makes it possible to distinguish children with normal language development from children with language impairment and to identify the potential development of children´s text creation ability. http://dspace.utlib.ee:80/dspace/handle/10062/23126 Häälikuortograafia omandatus põhikooli lihtsustatud õppekava alusel õppivatel 3.–7. klassi õpilastel : magistritöö eripedagoogika erialal Sarapuu, Miina In the paper are reviewed modern treatments on the essence of quantity in the Estonian language, and proceeding from them it is recommended to make changes in the teaching of letter ortography in schools. Contemporary linguists do not consider it right to teach children about the length of three sounds, but recommend instead to teach them to distinguish between short (I quantity) and long (II and III quantity) sounds. However, research has shown that it is difficult for children to mark the length of error-bound sounds. Mistakes in determining the quantity make up the majority of total mistakes. Mostly children make mistakes in the ortography of II quantity, writing the long sound with one letter. The aim of the paper was to review how have the pupils in grades 3-7 who are studying in basic school according to the simplified curriculum, acquired the rules of sound ortography. It emerged that the number of respective mistakes gradually decreased as pupils advanced to the next grade. It has been asserted already several decades ago that the majority of mistakes in the written works of the pupils who are studying according to the simplified curriculum, concern the quantity. This was further confirmed in the present paper. Similarly it was confirmed that in the words where there is in the error-bound location a vowel and a non-explosive consonant, the ortography of II-quantity words presents the greatest difficulty. The main mistake consisted in writing a long sound with one letter. The paper also aimed at establishing whether out of IIquantity words more difficulties are presented by viili- or villi-type words, however, the differences between grades were considerable and in some grades no significant differences emerged in the ortography of the given words. Additionally, it was established that it is very difficult for the pupils to mark properly the explosives in error-bound locations. Fri, 01 Jan 2010 00:00:00 GMT http://dspace.utlib.ee:80/dspace/handle/10062/23126 2010-01-01T00:00:00Z Sarapuu, Miina In the paper are reviewed modern treatments on the essence of quantity in the Estonian language, and proceeding from them it is recommended to make changes in the teaching of letter ortography in schools. Contemporary linguists do not consider it right to teach children about the length of three sounds, but recommend instead to teach them to distinguish between short (I quantity) and long (II and III quantity) sounds. However, research has shown that it is difficult for children to mark the length of error-bound sounds. Mistakes in determining the quantity make up the majority of total mistakes. Mostly children make mistakes in the ortography of II quantity, writing the long sound with one letter. The aim of the paper was to review how have the pupils in grades 3-7 who are studying in basic school according to the simplified curriculum, acquired the rules of sound ortography. It emerged that the number of respective mistakes gradually decreased as pupils advanced to the next grade. It has been asserted already several decades ago that the majority of mistakes in the written works of the pupils who are studying according to the simplified curriculum, concern the quantity. This was further confirmed in the present paper. Similarly it was confirmed that in the words where there is in the error-bound location a vowel and a non-explosive consonant, the ortography of II-quantity words presents the greatest difficulty. The main mistake consisted in writing a long sound with one letter. The paper also aimed at establishing whether out of IIquantity words more difficulties are presented by viili- or villi-type words, however, the differences between grades were considerable and in some grades no significant differences emerged in the ortography of the given words. Additionally, it was established that it is very difficult for the pupils to mark properly the explosives in error-bound locations. http://dspace.utlib.ee:80/dspace/handle/10062/23125 Töömälu funktsioneerimine matemaatiliste õpiraskustega 3. klassi õpilastel : magistritöö eripedagoogika erialal Rüütli, Maris The present paper deals with the problems of functioning of the working memory of the third grade pupils affected by mathematical learning difficulties. Ninety-three pupils studying by the National Curriculum in different schools of Estonia were involved in the research. The aim of the paper was to study the working memory of the children with the mathematical learning difficulties, concerning its functioning with the three components: visuo-spatial sketchpad, phonological loop and central executive system. The results of the group with mathematical learning difficulties were compared to the group with the reading disability and the group of the able pupils. In addition, the author observed if mathematical learning difficulties might be linked with either attention issues or visual perception problems which can affect the functioning of the working memory, respectively. The research resulted in conclusion that the visual perception and attention processes of the children with mathematical learning difficulties were disordered beforehand which, in turn, affects the functioning of the working memory. The results of the research enabled to compare the performance of the group of pupils with mathematical learning difficulties to the group of specific reading disability which seems to be similar in profile but different in depths of disorders. Fri, 01 Jan 2010 00:00:00 GMT http://dspace.utlib.ee:80/dspace/handle/10062/23125 2010-01-01T00:00:00Z Rüütli, Maris The present paper deals with the problems of functioning of the working memory of the third grade pupils affected by mathematical learning difficulties. Ninety-three pupils studying by the National Curriculum in different schools of Estonia were involved in the research. The aim of the paper was to study the working memory of the children with the mathematical learning difficulties, concerning its functioning with the three components: visuo-spatial sketchpad, phonological loop and central executive system. The results of the group with mathematical learning difficulties were compared to the group with the reading disability and the group of the able pupils. In addition, the author observed if mathematical learning difficulties might be linked with either attention issues or visual perception problems which can affect the functioning of the working memory, respectively. The research resulted in conclusion that the visual perception and attention processes of the children with mathematical learning difficulties were disordered beforehand which, in turn, affects the functioning of the working memory. The results of the research enabled to compare the performance of the group of pupils with mathematical learning difficulties to the group of specific reading disability which seems to be similar in profile but different in depths of disorders. http://dspace.utlib.ee:80/dspace/handle/10062/23124 Hambumusanomaaliaga 14-19 aastaste eesti noorte häälduspuuded : magistritöö eripedagoogika erialal Randlepp, Mairi The aim of the research was to find out the connections between occlusion anomalies and articulation disorder in young people in Estonia, who are 14-19 years old. 112 people participated in the study. They had to repeat dentals and alveolar phonemes (s, r, t/d, n, l) isolated, in the syllables and words, and they had to read the sentences consist of these dentialveolar syllables. They also had to fill the questionnaire in and do some articulation exercises. This study tried to find out the answers to five research questions. The results revealed the tendency of the connection between occlusion anomalies and articulation of the participants. The most difficult was the sound of /s/ which was occurred with open bite, deep bite and space excess in the dental region. The most common articulation disorder was interdental stigmatism that was the most common with open bite. According to the articulation disorder there were occurred various differences between boys and girls and also between the persons who had previously received the logopaedical help. Fri, 01 Jan 2010 00:00:00 GMT http://dspace.utlib.ee:80/dspace/handle/10062/23124 2010-01-01T00:00:00Z Randlepp, Mairi The aim of the research was to find out the connections between occlusion anomalies and articulation disorder in young people in Estonia, who are 14-19 years old. 112 people participated in the study. They had to repeat dentals and alveolar phonemes (s, r, t/d, n, l) isolated, in the syllables and words, and they had to read the sentences consist of these dentialveolar syllables. They also had to fill the questionnaire in and do some articulation exercises. This study tried to find out the answers to five research questions. The results revealed the tendency of the connection between occlusion anomalies and articulation of the participants. The most difficult was the sound of /s/ which was occurred with open bite, deep bite and space excess in the dental region. The most common articulation disorder was interdental stigmatism that was the most common with open bite. According to the articulation disorder there were occurred various differences between boys and girls and also between the persons who had previously received the logopaedical help. http://dspace.utlib.ee:80/dspace/handle/10062/23123 Nimisõna tüve- ja grammatiliste morfeemide kasutus viieaastastel motoorse alaaliaga lastel : magistritöö eripedagoogika erialal Raidsalu, Ringa The aim of this study was to describe the use of noun morphology by 5-year-old children with specific language impairment (SLI) and compare the results with age-matched normally developing children and children with nonspecific language impairment. 12 children with SLI, 21 children with nonspecific language impairment and 199 normal language peers served as participants. They were presented two different tasks about the use of noun morphology: the use of stems and inflectional suffixes and the grammatical judgment and correction task of stems, derivational suffixes and compounds. The results demonstrated that children with SLI scored significantly lower than their normal language peers. The scores did not differ between two language impairment groups. The analysis of mistakes showed the difference in the pattern of mistakes between all three groups. Fri, 01 Jan 2010 00:00:00 GMT http://dspace.utlib.ee:80/dspace/handle/10062/23123 2010-01-01T00:00:00Z Raidsalu, Ringa The aim of this study was to describe the use of noun morphology by 5-year-old children with specific language impairment (SLI) and compare the results with age-matched normally developing children and children with nonspecific language impairment. 12 children with SLI, 21 children with nonspecific language impairment and 199 normal language peers served as participants. They were presented two different tasks about the use of noun morphology: the use of stems and inflectional suffixes and the grammatical judgment and correction task of stems, derivational suffixes and compounds. The results demonstrated that children with SLI scored significantly lower than their normal language peers. The scores did not differ between two language impairment groups. The analysis of mistakes showed the difference in the pattern of mistakes between all three groups. http://dspace.utlib.ee:80/dspace/handle/10062/23122 Õpetajate hinnangud hääleprobleemidele : magistritöö eripedagoogika erialal Kompus, Meeri The aim of this master’s thesis was to find out (1) teachers’ assesments of voice problems relating to the profession, the causes, and (2) teachers’awareness regarding vocal hygiene. 101pedaogues from different schools in Tallinn and Harjumaa were questioned in the 1st part of the research. Based on a written questionnaire, teachers with voice disorders were selected – 26 qualified. In order to determine the possible causes and possible effects of voice disorders according to teachers’ judgement, a written questionnaire (VHI) and a halfstandardized interview was held with each teacher with voice problems in the 2nd part of the study. As the 3rd part of the study, videolaryngoscopic evaluation of teachers with voice problems was performed in the oto-rhino-laryngology center in the East Tallinn Central Hospital in order to compare the objective findings with the subjective assessments of the teachers. The study proved that there is a considerable effect of voice problems on teachers’ professional performance, emotional state, behaviour and communication during the free time. All of the participating teachers developed voice disorder symptoms while working as teachers. Alltough teachers admit their incapacity to perform certain work-related assignments due to voice problems the majority of pedagogues have not seeked any help. Teachers’ knowledge on voice care is insufficient due to the lack of vocal training. The laryngoscopic examination results revealed that participating teachers experienced organic changes of vocal cords were diagnosed, which refer to vocal loading, incorrect usage of vocal cords, and reflux disease. By comparing the subjective complaints and the objective findings of videolaryngoscopic examination, it may be concluded that the objective findings of vocal cords confirm the pedagogues’complaints. Fri, 01 Jan 2010 00:00:00 GMT http://dspace.utlib.ee:80/dspace/handle/10062/23122 2010-01-01T00:00:00Z Kompus, Meeri The aim of this master’s thesis was to find out (1) teachers’ assesments of voice problems relating to the profession, the causes, and (2) teachers’awareness regarding vocal hygiene. 101pedaogues from different schools in Tallinn and Harjumaa were questioned in the 1st part of the research. Based on a written questionnaire, teachers with voice disorders were selected – 26 qualified. In order to determine the possible causes and possible effects of voice disorders according to teachers’ judgement, a written questionnaire (VHI) and a halfstandardized interview was held with each teacher with voice problems in the 2nd part of the study. As the 3rd part of the study, videolaryngoscopic evaluation of teachers with voice problems was performed in the oto-rhino-laryngology center in the East Tallinn Central Hospital in order to compare the objective findings with the subjective assessments of the teachers. The study proved that there is a considerable effect of voice problems on teachers’ professional performance, emotional state, behaviour and communication during the free time. All of the participating teachers developed voice disorder symptoms while working as teachers. Alltough teachers admit their incapacity to perform certain work-related assignments due to voice problems the majority of pedagogues have not seeked any help. Teachers’ knowledge on voice care is insufficient due to the lack of vocal training. The laryngoscopic examination results revealed that participating teachers experienced organic changes of vocal cords were diagnosed, which refer to vocal loading, incorrect usage of vocal cords, and reflux disease. By comparing the subjective complaints and the objective findings of videolaryngoscopic examination, it may be concluded that the objective findings of vocal cords confirm the pedagogues’complaints. http://dspace.utlib.ee:80/dspace/handle/10062/23121 PEP-3 test 3-8 aastaste autismiga laste arengu hindamisel : magistritöö eripedagoogika erialal Kobolt, Karin At the last decade the assessment of the child has became to be more teamwork: reckon with doctor, special teacher, psychology, speech therapist and parent opinions. To the last opinion I pay more attention in my masterwork. I took the purpose of the present master thesis to research the concurrency between the PEP-3 test (Psychoeducational Profile Third Edition, Schopler, Lansing, Reichler & Marcus, 2005) performance and parents questionnaire among the children with autism at age three to eight. The study included 10 preschool children (8 boys and 2 girls) at age 3-8, who all had pervasive developmental disorder diagnose. The results showed that PEP-3 test developmental subtests results were similar to the maladaptive behavior subtests results. Positively and strongly were connected all the PEP-3 test composites with caregiver report subtests included behavior. PEP-3 test composites and subtest “Personal self-care” from caregiver report didn´t have statisticaly important correlate. Fri, 01 Jan 2010 00:00:00 GMT http://dspace.utlib.ee:80/dspace/handle/10062/23121 2010-01-01T00:00:00Z Kobolt, Karin At the last decade the assessment of the child has became to be more teamwork: reckon with doctor, special teacher, psychology, speech therapist and parent opinions. To the last opinion I pay more attention in my masterwork. I took the purpose of the present master thesis to research the concurrency between the PEP-3 test (Psychoeducational Profile Third Edition, Schopler, Lansing, Reichler & Marcus, 2005) performance and parents questionnaire among the children with autism at age three to eight. The study included 10 preschool children (8 boys and 2 girls) at age 3-8, who all had pervasive developmental disorder diagnose. The results showed that PEP-3 test developmental subtests results were similar to the maladaptive behavior subtests results. Positively and strongly were connected all the PEP-3 test composites with caregiver report subtests included behavior. PEP-3 test composites and subtest “Personal self-care” from caregiver report didn´t have statisticaly important correlate.