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1
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Nauka języka angielskiego a rozwój kompetencji fonologicznej polskich dzieci w wieku przedszkolnym

100%
Petrus P., Bogdanowicz M.
Psychologia Rozwojowa
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2005
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vol. 10
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issue 3
PL
Learning English and the development of phonological competence of polish children in preschool ageThe relationship between different aspects of phonological awareness and later success in reading and writing acquisition has been under discussion for years. The progress in literacy is depends on some pre-existing cognitive competencies and phonological awareness is one of them (Sczerbinski, 2001; Bogdanowicz, Krasowicz, 1996). Research conducted by Bogdanowicz and Krasowicz (1996) shows, that development of language skills involved in the reading acquisition of Polish children proceeds in a different way from that of English ones, due to the specificity of the Polish language.In our research we were interested to find out if there is existing correlation between phonological awareness assessed in both acquired languages: Polish and English and if the level of certain aspects of phonological awareness differs in groups of children who acquire English language together with their mother tongue and those who do not.Groups investigated consisted of 50 girls and 50 boys from 4;5 to 6;3 years of age, who belonged to 3 groups depending on the intensity of the English language acquisition. Such aspects of phonological awareness as phonemes comparison, syllable analysis and synthesis or rhyme and alliteration detection were assessed by specially prepared methods. The results were inconsistent. Syllable blending and rhyme detection skills turned out to be better developed while phonemes comparison task was performed worse in the group of children learning English in comparison to the second group. Research supports the hypothesis of common phonological system in preschool children, who started to learn English after 3rd year of age.
2
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“The Good Start Method for English” or how to support development, prevent and treat risk of dyslexia in children learning English as a second language

100%
Bogdanowicz K. M., Bogdanowicz M.
Polish Psychological Bulletin
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2016
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vol. 47
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issue 3
265-269
EN
Children with developmental dyslexia and at its risk have difficulties in the acquisition of foreign languages, especially non-transparent English. The problems of such pupils concern various aspects of the language system but in particular relate to the ability to read and spell. The research literature dedicated to effective preventative methods and dyslexia treatment suggests that both children with dyslexia and at its risk need phonological awareness training and multi-sensory learning. It is also known that prevention and early treatment is more effective than therapeutic intervention used in older students. Experts in foreign language acquisition recommend that children have contact with longer oral texts and live language (e.g., poems and songs). A recently-published report on the methods of English language teaching in Polish primary schools shows that the lessons conducted there do not realise the majority of the aforementioned recommendations. As a consequence, they do not serve any pupils including those with dyslexia and at its risk. A method which meets most of the demands mentioned above is “The Good Start Method for English”. It is a new program of teaching the English language designed for five to seven-year-olds, which at the same time ensures support for the psychomotor development of children, leading to acceleration in learning progress.
3

„Dzieci szarej strefy” – aktualizacja stanu wiedzy dotyczącej funkcjonowania psychospołecznego uczniów z inteligencją niższą niż przeciętna

81%
Jankowska A. M., Bogdanowicz M., Łockiewicz M.
Edukacja
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2013
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issue 1(121)
24–36
PL
Inteligencja niższa niż przeciętna to poziom sprawności intelektualnej mieszczący się pomiędzy -1,01 a -2,00 odchyleniem standardowym, tj. pomiędzy poziomem przeciętnym a upośledzeniem umysłowym. Osoby z inteligencją niższą niż przeciętna stanowią jedną z najbardziej zaniedbanych grup, zarówno w obszarze edukacji, jak również w systemie społecznym. Pomimo, iż jednostki te stanowią znaczną część naszego społeczeństwa (14% populacji) ich problemy wciąż pozostają ignorowane lub niezauważane. Celem niniejszego artykułu jest pogłębienie wiedzy czytelnika na temat problemów, jakich doświadczają dzieci i adolescenci z inteligencją niższą niż przeciętna w funkcjonowaniu poznawczym i psychospołecznym, poprzez prezentację rezultatów najważniejszych badań prowadzonych w tym obszarze w przeciągu ostatnich kilku lat na arenie międzynarodowej.
EN
Borderline intelligence is the level of intellectual ability located between -1.01 and - 2.00 standard deviations, i.e. between the average level and intellectual disability. People with borderline intellectual function constitute one of the most neglected groups, both in education as well as the social system. Despite the fact that these individuals represent a significant portion of our society (14% of the population), their problems remain ignored or overlooked. The aim of this paper is to deepen the reader's knowledge about the problems experienced by children and adolescents with borderline intelligence in their cognitive and psychosocial functioning and the contribution of recent international research to this field.
4
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Umiejętności leksykalno-semantyczne uczniów klas czwartych wykorzystywane w komunikacji za pomocą pisma

81%
Piórkowska-Poniewierska D., Bogdanowicz M., Atroszko P. A.
Lubelski Rocznik Pedagogiczny
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2020
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vol. 39
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issue 2
EN
The aim of this paper is to provide some explanation for one of the main reasons of school failure, namely the problems with creating written expressions. The conducted study included 301 students of fourth grade, age of 10. The properties and application of lexical-semantic aspect of written expressions were described. The written works of students were submitted to a detailed analysis concerning the number of used words and categories of used lexemes. The material was analyzed quantitatively and subsequently described and interpreted. On the basis of the results,a developmental trajectory of lexical and semantic categories formation in written communication was suggested. The level of lexical correctness was established, and significant relationships with properly used vocabulary were identified. Furthermore, the directions for future studies and analyses emerged from the results of the current study.
PL
Celem niniejszego artykułu jest charakterystyka rozwoju leksykalno-semantycznego aspektu języka u dziesięcioletnich uczniów, jako podstawy tworzenia wypowiedzi pisemnych. Badanie własne obejmowało próbę 301 dziesięcioletnich uczniów klas czwartych. Uczniowskie prace poddano szczegółowej analizie pod względem liczby użytych wyrazów i kategorii stosowanych leksemów. Uzyskane rezultaty poddano ilościowym opracowaniom statystycznym, a następnie deskrypcji i interpretacji. Odwołując się do uzyskanych wyników, wyznaczono linię rozwojową w kształtowaniu się kategorii leksykalnych i semantycznych w komunikacji za pomocą pisma. Ustalono poziom poprawności leksykalnej oraz znaleziono istotne związki z poprawnie użytym zasobem leksykalnym. Wyłoniono także kierunki do dalszych badań i analiz.
5
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Development Support Psychology: A New Branch of Psychology?

81%
Kalka D., Bogdanowicz M., Karcz B.
Polish Psychological Bulletin
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2016
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vol. 47
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issue 3
247-249
6
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Modele zasobów psychologicznych osób dorosłych z dysleksją i bez tego zaburzenia

81%
Łockiewicz M., Karasiewicz K., Bogdanowicz M., Bogdanowicz K. M.
Psychologia Rozwojowa
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2013
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vol. 18
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issue 2
65-78
EN
The aim of the study was the analysis of the relationships between self-regulation, action/state orientation, personality styles and the levels of anxiety and depression in people who are preoccupied with work, in their early adulthood. The theoretical background for our study was the Action Control and the Personality System Interaction theory by Julius Kuhl. In order to measure preoccupation with work we used The Preoccupation with Work Scale, the anxiety and depression levels were explored using the The State-Trait Anxiety Inventory and The Beck Depression Inventory, respectively. Self – regulation was assessed by using the Volitional Component Questionnaire and action vs. state orientation by using the Action Control Scale. The Personality Styles and Disorders Inventory, was employed to measure the different personality styles. 80 company employees (36 women and 44 men) from corporate enterprises in Wroclaw and Krakow participated in the research. We confi rmed that the levels of anxiety and depression can be viewed as predictors for preoccupation with work in early adulthood. The study also showed the protective effect of action orientation on the development of these psychological symptoms in people who are preoccupied with work. Those individuals most commonly displayed the obsessive – compulsive, narcissistic, and optimistic personality style.
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