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dc.contributor.authorLazarević Emilija
dc.contributor.authorTenjović Lazar
dc.date.accessioned2019-10-26T04:02:56Z
dc.date.available2019-10-26T04:02:56Z
dc.date.created2017-09-29 23:27
dc.date.issued2007-01-01
dc.identifieroai:doaj.org/article:0a66e2123f1f4bdb8e1e1796d139c18e
dc.identifier10.2298/ZIPI0702397L
dc.identifier0579-6431
dc.identifier1820-9270
dc.identifierhttps://doaj.org/article/0a66e2123f1f4bdb8e1e1796d139c18e
dc.identifier.urihttp://hdl.handle.net/20.500.12424/1580710
dc.description.abstractThis paper presents the results of the research of peculiarities of syntactic development, as an element of language structure on the grammatical level of children suffering from developmental dysphasia, after the completed speech pathology treatment of many years. Syntactic level at younger school age was studied by assessing language competence in the accomplishment of communicative sentence with subordinate clause. The research was performed on the samples of children at school age in regular primary schools in Belgrade. The sample comprised 160 respondents who were divided in two groups: target and comparative. The target group consisted of 60 respondents (children suffering from developmental dysphasia after the completed speech pathology treatment of many years), and the comparative group consisted of 100 respondents from regular primary school "Gavrilo Princip" in Zemun. Research results show that grammatical development of children suffering from developmental dysphasia takes place at a considerably slower rate and entails substantially more difficulties in accomplishing predication in subordinate clauses. This paper discusses the consequences which the difficulties in grammatical development can have on school achievement.
dc.languageSR
dc.publisherInstitute for Educational Research, Belgrade
dc.relation.ispartofhttp://www.doiserbia.nb.rs/img/doi/0579-6431/2007/0579-64310702397L.pdf
dc.relation.ispartofhttps://doaj.org/toc/0579-6431
dc.relation.ispartofhttps://doaj.org/toc/1820-9270
dc.sourceZbornik: Institut za Pedagoška Istraživanja, Vol 39, Iss 2, Pp 397-411 (2007)
dc.subjectsyntactic development
dc.subjectsubordinate clause
dc.subjectdevelopmental dysphasia
dc.subjectschool achievement
dc.subjectEducation (General)
dc.subjectL7-991
dc.subjectEducation
dc.subjectL
dc.subjectDOAJ:Education
dc.subjectDOAJ:Social Sciences
dc.subjectTheory and practice of education
dc.subjectLB5-3640
dc.titleUnderstanding of subordinate clauses in the language of dysphasic children
dc.typeArticle
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ge.identifier.legacyglobethics:11724650
ge.identifier.permalinkhttps://www.globethics.net/gel/11724650
ge.lastmodificationdate2017-09-29 23:27
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