Vpliv glasbe pri učencih z govorno-jezikovnimi motnjami

Tisel Fidler, Saša

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Title:	Vpliv glasbe pri učencih z govorno-jezikovnimi motnjami
Authors:	ID Tisel Fidler, Saša (Author) ID Globačnik, Bojana (Mentor) More about this mentor...
Files:	MAG_Fidler_Tisel_Sasa_2020.pdf (1,26 MB) MD5: 697784AC222057BC3C491C6F65FC9266 PID: 20.500.12556/dkum/ae4cc9c2-44e2-4b6f-b68e-72493a2638df
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Glasbi smo v takšni ali drugačni obliki vsakodnevno izpostavljeni in tudi pomembno vpliva na vsa področja človekovega razvoja. Dokazano je, da lahko s pomočjo glasbe spodbujamo, se sporazumevamo, razvijamo in/ali izvajamo terapijo. Za sporazumevanje je govor še vedno najpomembnejša človeška sposobnost, ki učencu z govorno-jezikovnimi motnjami (GJM) predstavlja oviro. Glasba in govor sta med seboj tesno povezana, saj imata za prenašanje zvočnih informacij veliko skupnega – višino ali frekvenco zvoka, barvo in čas (ki se kaže v ritmu). Pomemben del govora – fonološko zavedanje je nabor sposobnosti, ki zajema prepoznavanje in manipulacijo z deli govora in je ključen dejavnik zgodnjega opismenjevanja. Rezultati mnogih raziskav so pokazali, da lahko glasbeno udejstvovanje/trening pozitivno vpliva na razvoj in/ali izboljšanje sposobnosti fonološkega zavedanja tudi pri učencu z GJM. V teoretičnem delu magistrske naloge so opredeljeni učenci z GJM, fonološko zavedanje, glasba ter povezava med glasbo in govorom. V empiričnem delu magistrske naloge smo želeli ugotoviti, ali glasba vpliva na učence z GJM. V raziskavo sta bila vključena dva učenca z GJM, pri čemer je učenka poleg osnovnošolskega izobraževanja obiskovala še glasbeno šolo. Rezultati so pokazali, da je učenka, ki se tudi glasbeno udejstvuje, dosegla boljše rezultate na testu fonološkega zavedanja in na testu glasbenih spretnosti.
Keywords:	govorno-jezikovne motnje, fonološko zavedanje, glasbene spretnosti, glasba
Place of publishing:	Maribor
Publisher:	[S. Tisel Fidler]
Year of publishing:	2020
PID:	20.500.12556/DKUM-77975
UDC:	373.3:376-056.264:78(043.2)
COBISS.SI-ID:	43739651
NUK URN:	URN:SI:UM:DK:062O3UAY
Publication date in DKUM:	22.12.2020
Views:	6421
Downloads:	237
Metadata:
Categories:	PEF
:	TISEL FIDLER, Saša, 2020, Vpliv glasbe pri učencih z govorno-jezikovnimi motnjami [online]. Master’s thesis. Maribor : S. Tisel Fidler. [Accessed 25 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=77975 Copy citation

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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	28.09.2020

Secondary language

Language:	English
Title:	The impact of music on students with speech and language impairment
Abstract:	We are exposed to music in one form or another on a daily basis, and it has a significant impact on all areas of human development. Music has been proven to be beneficial in encouraging, communicating, developing and / or implementing therapy. The ability to use spoken language is one of the most important human characteristics, and it represents a great barrier for a student with a speech-language disorder (SLI). Music and speech are closely related, as they have a lot in common in transmitting audio information - pitch or frequency of sound, colour and time (which is reflected in the rhythm). An important part of speech is phonological awareness, a set of abilities that includes recognizing and manipulating parts of speech and is a key factor in early literacy. The results of many studies have shown that musical engagement / training can have a positive effect on the development and / or improvement of phonological awareness on students with SLI. We have defined students with SLI, phonological awareness, music and connection between music and speech in the theoretical part of the master’s thesis. Furthermore, we wanted to determine whether music affects students with SLI in the empirical part of this thesis. Two elementary school students with SLI were included in the research, one of which attended music school, and the other did not. The results obtained from the research indicate that the student involved in music school achieved better results on the test of phonological awareness as well as the test of musical skills.
Keywords:	speech and language impairment, phonological awareness, musical skills, music

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