Supervisors info:
Επιβλέπουσα καθηγήτρια Αντωνίου Φαίη, ΦΠΨ, ΕΚΠΑ, Ράλλη Ασημίνα, ΦΠΨ, ΕΚΠΑ
Summary:
Socrates’ once said «ἕν οἶδα, ὅτι οὐδέν οἶδα» ( = I know, that I know nothing / I know one thing, that I know nothing ) , constituted the beginning of research in every form of knowledge and thinking for every researcher who seeks to promote and take his profession a step further. It’s the phrase that is constantly seeking the path of development. This paper, stays faithful to this maxim, refers to phonological awareness and auditory comprehension of students with Learning Difficulties and Autistic Spectrum Disorders. First of all, our main purpose was to examine whether specific variables show any correlation between each population separately and as compared between these two population groups.
The participants were: 47 students with learning disabilities aged from 5,5 to 7 years old (first grade), as well as, 8 students with ASD aged from 7 to 9 years. The participants, were initially evaluated by the non-verbal intelligence tests “Raven”, in which they showed a ratio above 80’, and therefore, it was confirmed that the deficiencies that they’ve manifested, are not due to a mental impairment. Subsequently, we’ve evaluated their phonological awareness in activities of synthesis and of elimination in syllables and phonemes. We’ve also evaluated their listening comprehension in activities of effecting commands and their comprehension on when they listen to a story. All of these activities were evaluated by the Ratiometric (Mouzakis και συν., 2017).
The most important results of the correlation analysis, linear regression and comparison using the T-test, that have emerged from this research, showed that when dealing with students with learning difficulties: a) their listening comprehension and phonological awareness as to the syllable and phoneme, show a positive correlation deemed statistically significant. Students with ASD show a positive correlation deemed statistically significant a) between listening comprehension and phonological awareness as to the syllable and phoneme. In fact, as long as it concerns the two population groups in comparison revealed that listening comprehension and phonological awareness correlated in both groups. To conclude with, it is worth noting that in both groups of phonological awareness is a predictive indicator of listening comprehension.
Keywords:
phonological awareness, listening, learning disabilities, ASD
