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Obrazkowy Test Słownikowy – Rozumienie (OTSR) w diagnostyce logopedycznej dzieci z uszkodzonym słuchem

100%
Muzyka-Furtak E., Haman E.
Logopedia
|
2014-2015
|
vol. 43-44
87-107
PL
W artykule poruszona jest problematyka możliwości posługiwania się obrazkowymi testami rozumienia słów w diagnostyce logopedycznej osób z uszkodzeniami słuchu (US). Prezentowany jest przykład dostosowania procedury i interpretacji wyników Obrazkowego Testu Słownikowego – Rozumienie OTSR do badań dzieci i młodzieży z US. Przedstawiono przykładowe badania osób w różnym wieku i o odmiennej charakterystyce deficytów słuchowych. W oparciu o nie oraz na podstawie doświadczeń w pracy terapeutycznej zaproponowano zmiany w procedurze badań OTSR, które pozwoliłyby na szerokie stosowanie testu w diagnostyce surdologopedycznej. Omówiono konsekwencje wprowadzania zmian w procedurze w odniesieniu do interpretacji wyników OTSR i porównywania ich z istniejącymi normami dla dzieci jednojęzycznych o typowym rozwoju.
EN
The article discusses the problems of the possibility of using picture word comprehension tests in logopedic diagnosis of hearing-impaired persons. The study presents the example of adjusting the procedure and interpretation of the Polish Picture Vocabulary Test – Comprehension [Polish: Obrazkowy Test Słownikowy – Rozumienie (OTSR)] to test hearing-impaired children and young people. Examples of testing persons of different age and with different characteristics of hearing deficits were presented. On the basis of these and experience of therapy work changes in the procedure for OTSR testing are proposed, which would allow the wide use of the test in surdologopedic diagnosis. The paper also discusses the consequences of introducing changes in the procedure in respect of interpretation of OTSR results and comparing them with the existing norms for typically developing monolingual Polish children.
2
Publication available in full text mode
Content available

Polish Picture Vocabulary Test – Comprehension (OTSR) in logopedic diagnosis of hearing-impaired children

100%
Muzyka-Furtak E., Haman E.
Logopedia
|
2014-2015
|
vol. 43-44 EN
83-97
EN
The article discusses the problems of the possibility of using picture word comprehension tests in logopedic diagnosis of hearing-impaired persons. The study presents the example of adjusting the procedure and interpretation of the Polish Picture Vocabulary Test – Comprehension [Polish: Obrazkowy Test Słownikowy – Rozumienie (OTSR)] to test hearing-impaired children and young people. Examples of testing persons of different age and with different characteristics of hearing deficits were presented. On the basis of these and experience of therapy work changes in the procedure for OTSR testing are proposed, which would allow the wide use of the test in surdologopedic diagnosis. The paper also discusses the consequences of introducing changes in the procedure in respect of interpretation of OTSR results and comparing them with the existing norms for typically developing monolingual Polish children.
3

Coining Compounds and Derivations - A Crosslinguistic Elicitation Study of Word-Formation Abilities of Preschool Children and Adults in Polish and English

81%
Haman E., Zevenberger A., Andrus M., Chmielewska M.
Polish Psychological Bulletin
|
2009
|
vol. 40
|
issue 4
21-37
EN
This paper examines word-formation abilities in coining compounds and derivatives in preschool children and adult speakers of two languages (English and Polish) differing in overall word-formation productivity and in favoring of particular word-formation patterns (compounding vs. derivation). An elicitation picture naming task was designed to assess these abilities across a range of word-formation categories. Adult speakers demonstrated well-developed word-formation skills in patterns both typical and non-typical for their native language. In contrast with adult results, preschool children predominantly coined innovations conforming to the general pattern of their language: Polish children favoring derivation and American children favoring compounding. The results show that although children are improving their wordformation skills during the preschool years, they need much more experience to come to the mature proficiency in using the variety of word-formation patterns available in their language.
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