engleski

The relationship between phonological encoding, visual recognition, and graphomotor skills in preschool children

Proofs of connection between phonological encoding, visual recognition and graphomotor skills exist (Levinthal and Hornung, 1982 ; Pollatsek et al, 2010). Children at risk for specific learning disorders can show deficits in all mentioned skills (Kuzeva, 2017 ; Mammarella and Pazzaglia, 2010 ; Ortiz et al., 2014 ; Overvelde and Hulstijn, 2011 ; Zhang et al., 2019) from an early age. Preschoolers from one kindergarten in Zagreb were examined in year before school using the screening Test for the assessment of reading and writing (PredČiP ; Kuvač Kraljević and Lenček, 2011). Data from children with borderline/low achievements in phonological awareness (N = 25) were singled out. The control group of typically developing children (N = 15) was also included. The results on subblocks Phonological awareness (recognition and production of rhyme, syllabic, and phoneme synthesis and analysis), Visual perception and discrimination and Graphomotor skills (placing, closure, line execution and details) were analyzed. As we hypothesized, statistically significant difference between groups was found in both visual perception and discrimination (Z = - 2, 708 ; p < 0.01) and shape tracing (Z = - 3, 948 ; p < 0, 01), with children with rick both times scoring lower that the control group. It is possible that such results are not the result of a deficit in visual perception per se (Sowman and Ahissar, 2010), but a deficit in the phonological coding that mediates the lexical access (Spinks et all, 2000). This would explain existence of simultaneous deficits in examined skills and point out the need to simultaneously stimulate those skill from an early age (Ćužić et al, 2021).

graphomotor skills ; phonological awareness ; specific learning disorders ; visual perception

nije evidentirano