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The goal of this study was to assess the prevalence of articulation disorders and its relationship with visual-motor integration (VMI) in preschool children. An additional goal was to check for the effect of the child's gender on both articulation disorders and visual-motor integration. The sample consisted of 286 preschool children ages 3 to 6 years and attending preschool institutions in Canton Sarajevo, Bosnia and Herzegovina. We measured visual-motor integration skills by using the Beery VMI- Test of Visual Motor Integration (6th ed.) Short Form and language skills by using the Bosnian test for the assessment of articulation disorders. The prevalence of articulation disorders in the sample was 34.3%. There was a significant difference in VMI between children with and without articulation disorders. The effect of gender was significant for both articulation disorder and VMI, with boys having a higher risk to have articulation disorder and VMI deficit. There is a high prevalence of articulation disorders and VMI deficits in preschool children. Given this high prevalence of visual-motor and speech disorders, preschool institutions should provide early speech and fine-motor screening of the children and subsequent speech and occupational therapy.

The aim of this study was to assess the influence of sex, age, level and etiology of intellectual disability on visual-motor integration in children with intellectual disability. The sample consisted of 90 children with intellectual disability between 7 and15 years of age. Visual-motor integration was measured using the Acadia test of visual-motor integration. A multiple regression analysis was used for data analysis. The results of this study showed that sex, level of intellectual disability, and age were significant predictors of visual-motor integration. The etiology of intellectual disability did not play a significant role in predicting visual-motor integration. Visual-motor integration skills are very important for a child’s overall level of functioning. Individualized programs for the remediation of visual-motor integration skills should be a part of the curriculum for children with intellectual disability.

Haris Memisevic, Saudin Hodzic

The aim of this study is to examine the attitudes of teachers in Bosnia and Herzegovina (BiH) towards educational inclusion of students with intellectual disability into regular classes. The sample for this study consisted of 194 elementary school teachers from eight schools in BiH. The attitudes of the teachers were measured by The Attitudes towards Inclusion questionnaire. The results of this study indicate that a little more than 50% of the teachers support the concept of inclusion. Another finding of this study reveals that the teachers believe that they are not supported enough in order to efficiently deal with the issue of inclusion. BiH still has a lot of challenges to deal with in successfully implementing the process of inclusion.

15. 3. 2003.
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Ryan Adams, Sarah Alley, Michael G. Aman, B. Benson, Louise Bezzina, Somer Bishop, Elspeth Bradley, Joanne E. Brooker et al.

Lists the reviewers who contributed to IEEE Transactions on Electromagnetic Compatibility.

: Acquiring mastery in reading is considered one of the primary academic skills during the early years of elementary school. Additionally, attaining proficiency in reading during the early grades of elementary school serves as a strong predictor for future academic achievements and overall success in life. This cross-sectional study aimed to examine the effect of several linguistic and cognitive variables on decoding abilities in the Bosnian language. The sample consisted of 153 children in the 2nd to 5th grades of elementary school. To assess decoding abilities, we employed tasks involving reading real words and non-words (pseudowords). The key predictors for both tasks included phonological awareness, rapid automatized naming of letters, working memory, and processing speed. Both models accounted for approximately 64% of the variance in the scores, signifying a substantial advancement compared to existing models of reading in the Bosnian language. The results of this study may contribute to the development of targeted and effective reading interventions in early elementary education

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