Słuch fonemowy uczniów I klasy integracyjnej rozpoczynających naukę czytania i pisania

Abstract

Introduction: Phonemic hearing, as one of the types of speech-based hearing, is the ability to receive speech sounds about their phonemic structure based on reception, discrimination, differentiation and auditory memory. The understanding of the term „phonemic hearing” adopted in this work refers to the phonological system in its segmental aspect. A properly educated phonemic hearing allows the child to properly decode the meaning of words, to differentiate syllables and voices, which at the early childhood education stage is essential for the development of speech and communication, reading and writing. The results presented in the article refer to the group of 7-year-olds surveyed and constitute a contribution to planned phonemic hearing analyzes in children from the first grades in the context of reading and writing.Aim: The aim of the study was to examine the phonemic hearing of students from the first class of primary school starting to learn to read and write, and to analyze the educational difficulties of children diagnosed with distorted speech features.Material and method: The research group consisted of 20 students at the age of 7 attending the 1st class with an integrational profile. In this class, two students with multiple dyslalia and three with motor aphasia were diagnosed. The control group consisted of 20 students from a parallel class without an integration profile. The research was carried out with a standardized tool by J. Gruba: Test for phonemic hearing (Gliwice, 2012).Results: The diagnosis was made at the end of the first half-year of school. Difficulties in the auditory differentiation of sounds from phonological oppositions, differing in the place of articulation, two distinctive features, manner of articulation and voicing, were noted in 8 students. Phonemic hearing disorders constituted a part of problems in the acquisition of the language system in 3 children with motor aphasia, 2 students with multiple dyslalia, but also 3 first-grade students who were not diagnosed with speech impediments or speech disorders. In the control group, the two children did not differentiate correctly the phonemes differing in the two distinctive features and the way of articulation.Conclusions: The conducted research is an element of assessment of school readiness of children starting education. Phonemic hearing disorders of the studied students are one of the causes of persisting speech defects, difficulties in reading by analytical method and writing from hearing. The results indicate the need to continue screening tests of phonemic hearing in first grades. Diagnosing problems in the auditory differentiation of the distinctive features of sounds contributed to the introduction of a therapeutic program at school.