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Narušené porozumění v klinickém obraze dětí s vývojovou poruchou jazyka

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Solná G., Červenková B., Jiravský O.
Československá psychologie (Czechoslovak Psychology)
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2025
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vol. 69
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issue 2
81-95
EN
Objectives. The objectives of this study were (1) to identify the extent to which impaired sentence comprehension is present in a cohort of children with developmental language disorder (DLD), (2) to explore how the TEPO scores of children with DLD correlate with test scores from other language diagnostic tools administered to this cohort, as well as with the overall composite score, and (3) to use cluster analysis for TEPO test results in children ≤ 5th percentile to determine the severity of comprehension impairment. Sample and setting. Between 2021 and 2023, 114 children aged 69 months (± 0.6) diagnosed with developmental language disorder were included in the study. The children were assessed using a battery of seven tests, with the standardized TEPO comprehension test used to evaluate sentence comprehension. Hypotheses. Authors hypothesized that (1) the TEPO test would correlate with children’s age and (2) the TEPO test would show the strongest correlation with the OPAV sentence repetition test and the Morphology test. Statistical analyses. Descriptive statistics, correlation analysis, and K-means cluster analysis were performed. The Shapiro-Wilk test was used to assess the normality of data distribution. Spearman’s correlation coefficient and the Kruskal-Wallis test were used to analyze the correlation between test results and demographic parameters within the entire sample. Statistical tests were evaluated at a significance level of 0.05. Results. A high degree of impaired sentence comprehension was found in children with developmental language disorder, affecting 82% of the sample. The cluster analysis of TEPO test results categorized children into four severity levels: (1) normal performance (21 children, scoring between -9 and 0 points above the TEPO cut-off), (2) mild impairment (43 children, scoring 1–6 points below the TEPO cut-off), (3) moderate impairment (38 children, scoring 4–17 points below the TEPO cut-off), and (4) severe impairment (12 children, scoring 18 or more points below the TEPO cut-off). A strong correlation was found between the TEPO test and the Morphology test (rs = 0.57, p < 0.001) and between TEPO and the OPAV test (rs = 0.56, p < 0.001). The correlation between TEPO and the composite score was also strong (rs = 0.55, p < 0.01). Limitations. The limitations of this study include its geographical restriction to the areas of Ostrava and Český Brod, which may affect the generalizability of the results. Additionally, not all children underwent a psychological examination for intelligence and ADHD.
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Challenges of Learning in Second Language among South African School Learners with Developmental Language Disorder

88%
Ndou N. N., Adewoye S. E.
Theory and Practice of Second Language Acquisition
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2024
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vol. 10
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issue 1
1-17
EN
Language in education plays a critical role in effective teaching and learning worldwide. This study aimed to explore the challenges of learning in a second language among secondary school learners with developmental language disorder (DLD). The study also unveils strategies used by professionals to support learners and learners’ attitudes towards support. The study participants were learners (n = 12), teachers (n = 5), a speech Language therapist, and an educational psychologist. A qualitative research approach was utilised employing a case study as the research design. Data generation sources included non-participatory observations, interviews, and focus group discussions. Data was analysed using thematic analysis. Findings indicated that learning in a second language as the medium of instruction posed challenges for learners with DLD. They struggled with comprehension, reading, and word recognition of learning content. Teachers indicated that they used strategies such as remedial lessons and giving learners more reading material to enhance their vocabulary and narrative skills. They also referred learners to other professionals for further assistance. Parental involvement is also encouraged in support of learners. However, one of the factors limiting learners’ support is learners’ attitudes. Learners’ attitudes towards support may be attributed to limited awareness of DLD. Hence, there is a need to raise awareness of DLD among the learners. An in-depth course on special education in secondary teacher training programmes is necessary to further equip teachers with strategies to enhance inclusive classrooms. The promotion of local languages as a medium of instruction must be highly prioritised, even at a secondary level of education.
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