Understanding of subordinate clauses in the language of dysphasic children

Zbornik: Institut za Pedagoška Istraživanja. 2007;39(2):397-411 DOI 10.2298/ZIPI0702397L


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Journal Title: Zbornik: Institut za Pedagoška Istraživanja

ISSN: 0579-6431 (Print); 1820-9270 (Online)

Publisher: Institute for Educational Research, Belgrade

LCC Subject Category: Education: Theory and practice of education

Country of publisher: Serbia

Language of fulltext: Serbian

Full-text formats available: PDF



Lazarević Emilija
Tenjović Lazar


Double blind peer review

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Instructions for authors

Time From Submission to Publication: 16 weeks


Abstract | Full Text

This 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.