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Procena svesnosti o afaziji na području Crne Gore
No full textЦиљ овог истраживања била је процена свесности о афазији на територији Црне Горе. У истраживању је учестовало 130 испитаника, од којих су сви били пунолетни држављани Црне Горе. Добијени резултати су показали да је ниво свесности о афазији низак, само 4% испитаника има базично знање о основним симптомима афазије, док о етиологији овог поремећаја само 12% испитаника. Истраживање указује на то да испитаници различитог узраста имају подједнаку свесност о афазији, као и да мушкарци и жене који су учествовали у истраживању имају подједнак ниво свесности о афазији. Највећи број испитаника за афазију су чули путем писаних медија, чак 39%. На основу прикупљених података може се закључити да је потребно радити на подизању свести о афазији на подручју Црне Горе.The aim of this survey was to determine level of awarness of aphasia in Montenegro. In this research participated 130 respodents, all of whom were adult citizens od Montenegro.
The obtained results have shown that the level of awareness about aphasia is low, only 4% of respondents have basic knowledge about the basic symptoms of aphasia, while only 12% of respondents have a basic knowledge about the etiology of this disorder. Also, the research indicates that respondents of different ages have equal level of awareness of aphasia, as well as that men and women who participated in the research have equal levels of awareness of aphasia. The largest number of respondents heard about aphasia through newspapers and the press, as many as 39%. Based on the collected data, it can be concluded that it is necessary to work on raising awareness about aphasia in Montenegro
Funkcija pismenosti kod gluvih i nagluvih učenika osnovnoškolskog uzrasta
No full textЈезичка писменост је прва на листи циљева целокупног процеса васпитања и образовања. За изградњу писаног говора је неопходно да особа поседује способност слушања, говорења, писања и познавања правописних правила. Правопис представља способност читања и писања неког писма, као и обављање ове делатности у специфичним контекстима употребе. Он садржи норму која прописује правилне облике и најчешће грешке које се јављају при писању.
Због слушног дефицита код глуве и наглуве деце се јављају специфичности писаног и усменог говора и уопште целокупног развоја. Уколико је слух оштећен долази до специфичног и успореног развоја говора. Деца са оштећењем слуха имају тешкоће у усвајању свих области језика. Глува и наглува деца имају низак ниво способности писаног изражавања, као и велико заостајање у стандардном писаном језику. На грешке у писању утиче недостатак усменог изражавања и слабије коришћење говора. Због недостатка слушне способности и сложености усвајање правописних правила глувој и наглувој деци представља велики проблем.
Циљ овог рада је да се утврди функција правописа, а задатак је да се утврде све релавантне чињенице које се тичу правописа у редовним школама и школама за глуве и наглуве ученике.
Глува и наглува деца употребљавају поједина правописна правила, иако већину нису адекватно усвојила и не употребљавају их у одговарајућој мери. Деца оштећеног слуха најмање тешкоћа имају у усвајању ћирилчног и латиничног писма а највише тешкоћа у усвајању ортографских правила (спојено и одвојено писање речи, писање скраћеница, непоштовање знакова интерпункције, замена и додавање слога и друго).
Унапређивању језичког израза глуве и наглуве деце би у великој мери допринело савлађивање и усвајање правописних правила.Language literacy is the first on the list of goals of the entire process of upbringing and education. To build written speech, it is necessary for a person to have the ability to listen, speak, write and know the rules of spelling. Spelling represents the ability to read and write a letter, as well as performing this activity in specific contexts of use. It contains a norm that prescribes the correct forms and the most common mistakes that occur when writing.
Due to the hearing deficit in deaf and hard of hearing children, there are specifics of written and oral speech and overall development in general. If hearing is impaired, there is a specific and slow development of speech. Children with hearing impairments have difficulty acquiring all areas of language. Deaf and hard of hearing children have a low level of written expression, as well as a large lag in standard written language. Writing errors are affected by lack of oral expression and poor use of speech. Due to the lack of hearing ability and complexity, the adoption of spelling rules for deaf and hard of hearing children is a big problem.
The aim of this paper is to determine the function of spelling, and the task is to determine all relevant facts concerning spelling in regular schools and schools for deaf and hard of hearing students.
Deaf and hard of hearing children use certain spelling rules, although most of them have not been adequately adopted and do not use them appropriately. Hearing impaired children have the least difficulty in adopting the Cyrillic and Latin alphabets and the most difficulty in adopting orthographic rules (combined and separate spelling of words, writing abbreviations, disrespecting punctuation marks, substituting and adding syllables, etc.).
Mastering the linguistic expression of deaf and hard of hearing children would be greatly contributed by mastering and adopting spelling rules
Neurodevelopmental disorders and communication abilities of kindergarten children
No full textDeficit of communication skills is one of the basic criteria for diagnosing some
neurodevelopmental disorders. The aim of this paper is to determine the quality of
communication skills within neurodevelopmental disorders in relation to the clinical picture, in
children from 3 to 5 years of age. The sample consisted of 40 examinees with
neurodevelopmental disorders age 3 years (36 months) to 5 years and 6 months (66 months).
For assessment of communication skills in children, subtest Communication was used, which is
an integral part of the Ages and Stages-3. The results show that children with mild intellectual
disability achieve significantly better results than children with moderate intellectual disability
and children with autism spectrum disorder, who scored the worst results in all subtests.
Success in task performing declined with increasing requests, according to developmental
milestones. Individual achievements that, within the communication skills, this study offers,
enable a better and faster creation of a pedagogical profile within the individual educational
plan.Deficit komunikacionih sposobnosti jedan je od osnovih kriterijuma za dijagnostikovanje nekih
neurorazvojnih poremećaja. Cilj rada je utvrđivanje kvaliteta komunikacionih sposobnosti u
okviru neurorazvojnih poremećaja u odnosu na kliničku sliku, kod dece od tri do pet godina.
Uzorak je činilo 40 ispitanika sa neurorazvojnim poremećajima uzrasta od tri godine (36
meseci) do pet godina i šest meseci (66 meseci). Za procenu komunikacionih sposobnosti kod
dece korišćen je suptest Komunikacija koji predstavlja integrativni deo instrumenta Ages and
Stages-3. Rezultati pokazuju da deca sa lakom intelektualnom ometenošću ostvaruju značajno
bolje rezultate od dece s umerenom intelektualnom ometenošću i dece sa poremećajem iz
spektra autizma, koja su na svim suptestovima pokazala najlošija postignuća. Uspešnost
izvršavanja zadataka opadala je s povećanjem zahteva, prema razvojnim miljokazima.
Individualna postignuća koja, u okviru komunikacionih sposobnosti, nudi ova studija,
omogućavaju kvalitetnije i brže kreiranje pedagoškog profila u okviru individualnog
obrazovnog plana
One Hundred and Sixty-One Days in the Life of the Homopandemicus in Serbia: The Contribution of Information Credibility and Alertness in Predicting Engagement in Protective Behaviors
Get PDFCOVID-19 pandemic is a long-lasting process associated with dynamic changes within society and in individual psychological responses. Effective communication of measures by credible sources throughout the epidemic is one of the crucial factors for the containment of the disease, and the official communication about pandemics is straightforwardly directed toward changes in behavior via engagement in (self-)protective measures. Calls for the adherence to these measures are aimed at the general population, but people's reactions to these calls vary depending on, for example, their individual differences in cognitive and emotional responses to the situation. The focus of our study was the general narrative about the epidemic as conveyed by both state officials and media outlets in times of decreased social contacts due to the quarantine, in which relying on these sources of information is even more pivotal. Our aim was to explore the stability of the proposed mediational model during the course of the epidemic in Serbia. In the model, we tested the relationship between perceived credibility of information (PCI) and two types of protective behavior—the actual self-protective behavior (ASPB) and the hypothetical protective behavior (HPB), as well as the potential mediating role of alertness in these relationships time-wise. A cross-sectional study (N = 10,782, female = 79.1%) was being administered daily during the first epidemic wave and in three more 2-week time frames during the second wave. Based on the variability of these measures during the first epidemic wave, three stages of psychological responses were mapped (acute, adaptation, and relaxation stage), which were observed, with some deviations, also in the second wave. The mediational model was relatively robust after the initial few weeks, but the strength of pairwise relationships was more changeable. With both types of protective behaviors, the predictive power of PCI was partially mediated through alertness. This suggests that, while individual differences in cognitive and affective responses are important, so is coherent, focused, and credible communication in all stages of the epidemic, which emphasizes the communality aspect of the social containment of the infection. Our findings can thus be valuable in informing the planning of effective future communication
Cognitive abilities in children with learning disorders
Get PDFRazumevanje same prirode smetnji u ucenju zahteva uvid u rani razvoj- ni milje deteta, jer na ovu grupu poremecaja znacajan uticaj imaju, kako genetski, tako i rani razvojni faktori u domenu jezickih i kognitivnih spo- sobnosti. Podaci iz velikog broja istraživanja u oblasti kognitivnih deficita kod dece sa smetnjama u ucenju ukazuju na to da ova deca mogu ispoljavati citav spektar teškoca u kojem dominiraju deficiti radne memorije, auditiv- nog procesiranja i brzine obrade informacija. Pored navedenog, podaci iz literature novijeg datuma ukazuju na cesto prisustvo deficita vizuo-spaci- jalnih i egzekutivnih sposobnosti kod dece sa smetnjama u ucenju, nezavisno od specificnog poremecaja. Sa druge strane, u literaturi je prisutan opsežan korpus dokaza koji ukazuje na znacajnu povezanost deficita kognitivnih sposobnosti na predškolskom uzrastu sa teškocama u ovladavanju školskim u kasnijoj dobi. Na osnovu navedenog, može se zakljuciti da procena kogni- tivnih sposobnosti na predškolskom uzrastu može biti vrlo znacajna u ranoj detekciji riziko dece za pojavu nekog od poremecaja iz ove grupe. Pored toga, adekvatna stimulacija kognitivnih sposobnosti na ranom uzrastu može pre- venirati, ili barem ublažiti, teškoce koje ova deca imaju tokom ovladavanja akademskim veštinama.Understanding the nature of learning disabilities requires insight into the early developmental milieu of the child, because this group of disorders is signi%cantly in)uenced by both, genetic and early developmental factors in the domain of language and cognitive abilities.
Data from a large number of studies in the %eld of cognitive impairment in children with learning disabilities indicate that these children may exhibit a full range of di/culties, dominated by de%cits in working memory, auditory processing and information processing speed. In addition, recent literature indicates the common presence of visual-spatial and executive abilities de%cits in children with learning disabilities, regardless of the speci%c disorder. On the other hand, there is a body of evidence in the literature that indicates a signi%cant correlation of cognitive impairment in preschool-age children with di/culties in mastering school skills at a later age.
Based on the above, we can conclude that an extensive assessment of cognitive abilities at preschool age can be very important in the early detection of risk children for learning disorders. In addition, adequate stimulation of cognitive abilities at an early age can prevent, or at least alleviate, the di/culties that these children have during mastering academic skill
Self-report of communicative impairment in Adults with flaccid dysarthria
Get PDFIstraživanje je imalo za cilj da ispita stepen teškoća koji odrasle osobe sa flacidnom
dizartrijom doživljavaju u različitim komunikacionim situacijama. Uzorak je činilo 30
ispitanika uzrasta od 36 do 87 godina (AS=66,47), od čega je 56,70% osoba muškog
a 43,30% osoba ženskog pola.
Primenom VHI (Voice Handikep Index) skale je procenjeno koliko poremećaj glasa
koji se javlja u sklopu dizartrije utiče na kvalitet komunikacije. Utvrđeno je koje komunikacione
situacije predstavljaju problem osobama sa flacidnom dizartrijom i u
kom stepenu. Viši prosečni skorovi na celokupnoj skali, kao i na supskalama ukazuju
na veći stepen komunikativnih teškoća.
Rezultati su pokazali da su odrasle osobe sa flacidnom dizartrijom na celokupnoj
skali imale prosečan skor (AS=45,07) koji ukazuje na umeren stepen doživljenih
komunikativnih teškoća. Pored toga, skorovi na pojedinačnim supskalama (fizičkoj
AS=17,53; funkcionalnoj AS=16,37; emocionalnoj AS=11,17) isto ukazuju na umeren
stepen teškoća zbog poremećaja glasa, a koji ispitanici doživljavaju u pojedinačnim
domenima koji utiču na kvalitet komunikacije.
Osobe sa flacidnom dizartrijom mogu imati ozbilјne promene u glasu i govoru izmerene
primenom objektivnih tehnika procene. Međutim, rezultati samoprocene kvaliteta
komunikacije su pokazali da ove osobe ne opisuju svoje komunikativne deficite
u teškom stepenu. Navedno ukazuje na značaj primene i objektivnih i subjektivnih
metoda u proceni poremećaja glasa i govora.The aim of the research was to evaluate the degree of communicative impairment of
adults with flaccid dysarthria in different communication situations. The sample included
30 participants aged from 36 to 87 years (Mean = 66.47), with male to female
ratio of 56.70%:43.30%.
VHI (Voice Handicap Index) scale is used to estimate the impact of voice disorder
to the quality of communication. Specific communication situations which were
challenging for people with flaccid dysarthria were determined, as well as the
extent to which difficulties occur. Higher average composite scores on the scale, as
well as individual scores on the subscales, indicate a higher degree of communication
impairment.
The results showed that adults with flaccid dysarthria have an average score
(Mean=45.07) on the overall scale, which indicates a moderate degree of experienced
communication impairment, while scores on individual subscales (physical:
Mean=17.53; functional: Mean=16.37; emotional: Mean=11.17) indicate a moderate
degree of impairment that participants have due to voice disorders, in specific domains
that influence communication.
People with flaccid dysarthria can have considerable level of physical changes in voice
and speech. However, results of communication quality self-report showed that
they do not experience severe impairment in communication. That emphasize the
importance of combining objective and subjective methods of voice and speech assessment
in people with speech and voice disorders
Training program for transition of students with autism From primary to secondary school
Get PDFIako su inkluzivnim procesom obuhvaćena i deca s poremećajem iz spektra autizma,
ona se suočavaju sa teškoćama u ostvarivanju adekvatne podrške, posebno nakon
prelaska iz osnovne u srednju školu. Stoga je u okviru ERASMUS + projekta „Inclusion
of people with autism in Europe: Improving scolar transitions from primary to
secondary schools“, napravljen nacrt budućeg kurikuluma obuke za nastavnike i
druge stručnjake koji bi trebalo da pruže podršku učenicima sa autizmom u periodu
tranzicije. U Španiji, Portugalu i Srbiji primenjen je semistrukturisani intervju sa tri
osobe s poremećajem iz spektra autizma, dva člana porodice i pet nastavnika. Osobe
sa autizmom bile su uzrasta između 14 i 25 godina, i imale su iskustvo tranzicije iz
osnovne u srednju školu. Ispitano je njihovo mišljenje o razlozima lošeg akademskog
postignuća i napuštanja škole. Na osnovu dobijenih podataka napravljen je nacrt kurikuluma
za edukaciju nastavnika i saradnika koji bi trebalo da sadrži pet modula: opšte
informacije o autizmu, potrebe za podrškom učenika sa autizmom, strategije za
prevenciju školskog neuspeha, napuštanje škole i strategije koordinacije i saradnje.Although children with autism spectrum disorders are included in the inclusive process,
they face difficulties in obtaining adequate support, especially after the transition
from primary to secondary school. Therefore, within the ERASMUS + project
“Inclusion of people with autism in Europe: Improving scholar transitions from primary
to secondary schools”, a draft of a future training curriculum for teachers and
other professionals was made, which should provide support to students with autism
in transition. In Spain, Portugal and Serbia, a semi-structured interview was conducted
with three people with autism spectrum disorder, two family members and five
teachers. People with autism were between the ages of 14 and 25, and had experience
of transitioning from elementary to high school. Their opinion on the reasons
for poor academic achievement and dropping out of school was examined. Based
on the obtained data, a draft curriculum for teacher and associate education was
made, which should contain five modules: general information on autism, needs for
support of students with autism, strategies for prevention of school failure, dropping
out of school and strategies for coordination and cooperation
Peer attitudes toward persons with autism spectrum disorder – literature review
Get PDFVažnost poznavanja stavova vršnjaka prema osobama sa poremecajima iz spektra autizma ogleda se u tome što se na osnovu njih može predvideti ponašanje osoba tipicnog razvoja prema ovoj grupi ljudi. Kada se govori o osobama sa poremecajima iz spektra autizma negativni stavovi prema nji- ma mogu ograniciti njihovo ukljucivanje u društvo i uticati na nihov kvalitet života.
Cilj ovog rada je, da se pregledom dostupne literature izdvoje i analiziraju radovi ciji su predmet istraživanja stavovi vršnjaka prema osobama sa po- remecajima iz spektra autizma tokom predškolskog, osnovnoškolskog, sred- njoškolskog i akademskog obrazovanja.
Pri pregledu literature korišceni su Google Scholar i servis Konzorcijuma biblioteka Srbije za objedinjenu nabavku – KOBSON.
Analiza predstavljenih istraživanja pokazuje da razlike u stavovima pre- ma osobama sa poremecajima iz spektra autizma u odnosu na pol vršnjaka nisu dovoljno potvrdene. Posmatranje negativnih oblika ponašanja osoba sa poremecajima iz spektra autizma može doprineti razvijanju negativnih stavova prema njima na svim uzrastima, s tim da se kod odraslih osoba ti- picnog razvoja ove posledice mogu ublažiti davanjem dodatnih informacija o poremecajima iz spektra autizma. Na svim uzrastima pozitivan efekat na formiranje stavova prema vršnjacima sa poremecajima iz spektra autizma
ima iskustvo kontakta koje je steceno u širem socijalnom okruženju, dok edukacija o karakteristikama samog poremecaja ima pozitivan uticaj na stavove srednjoškolaca i studenata.Importance of knowing peer a,itudes towards persons with autism spectrum disorder is reflected in the fact that, based on it, the behavior of typically developing persons towards this group of people can be predicted. In regards to people with autism spectrum disorders, negative a,itudes towards them can limit their inclusion in society and a.ect their quality of life.
-e aim of this paper is to review and analyze the available literature in order to select studies whose subject of research are the a,itudes of peers towards people with autism spectrum disorders during preschool, primary, secondary and academic education. For the literature review, we have used Google Scholar and the Serbian Library Consortium for Coordinated Acquisition - KOBSON.
-e analysis of the presented research shows that the di.erences in a,itudes towards people with autism spectrum disorders in relation to the gender of their peers have not been adequately confirmed. Observing the negative behaviors of people with autism spectrum disorders can contribute to the development of negative a,itudes towards them at all ages, however, in adults with typical development these consequences can be mitigated by providing additional information about autism spectrum disorders. Positive e.ect on the formation of a,itudes of all group ages towards peers with autism spectrum disorders was gained through acquaintance gained in the wider social environment, while education about the characteristics of the disorder itself has a positive impact on the a,itudes of high school and university student
Acoustic structure of voice in respondents with organic voice disorders
Get PDFUvod: Ljudski glas je jedinstven, a njegova fleskibilnost omogućava iskazivanje misli, emocija, radosti i strahova. Na kvalitet i osobenosti glasa utiču različiti faktori: pol, uzrast, izloženost štetnim noksama, organski i funkcionalni poremećaji glasa. Organski poremećaji glasa deformišu akustički signal i utiču na kvalitet glasa. Akustička, multidimenziona analiza glasa pruža vokalnim patolozima objektivno tumačenje patologije glasa, a samim tim i adekvatniji izbor metoda vokalnog tretmana u odnosu na subjektivnu procenu glasa.
Cilj: Cilj ovog istraživanja bio je da se utvrde bitne kvantitativne i mikrostrukturne karakteristike glasa kod ispitanika sa organskim poremećajima glasa različite starosne dobi u odnosu na pol, godine starosti i pušački status.
Metod: Istraživanjem je obuhvaćeno 60 ispitanika, oba pola (ženski pol n=30, muški pol n=30), starosne dobi od 13 do 85 godina. Prvu starosnu grupu činili su ispitanici od 13-40 godina, a drugu ispitanici od 41-85 godina. Prosečna dužina pušačkog staža za obe istraživačke grupe je 10 godina. U istraživanju je korišćena kompjuterska laboratorija za analizu glasa „KayElemetrics“. U statističkoj obradi podataka primenjena je jednofaktorska multivarijatna analiza ANOVA.
Rezultati: Rezultati istraživanja su pokazali da se akustička struktura glasa kod ispitanika sa organskim poremećajima glasa različite starosne dobi, pola i dužine pušačkog statusa razlikuje u većini analiziranih parametara (p<0,05). Istraživanje je pokazalo da su najveća odstupanja bila u prosečnoj vrednosti fundamentalne frekvencije, oscilacijama u visini fundamentalne frekvencije i oscilacijama u amplitudi intenziteta.
Zaključak: Instrumentalno praćenje vibratornog ciklusa glasnica je jedan od bitnih aspekata objektivnog ispitivanja glasa. Patološke promene na glasnicama deformišu akustički signal i utiču na produkciju glasa. Istraživanje je pokazalo da udruženi faktori kao što su starost i pušenje znatno više narušavaju akustičku strukturu glasa kod ispitanika ženskog pola u odnosu na mlađu uzrasnu grupu.Introduction: The human voice is unique, and its flexibility allows for the expression of thoughts, emotions, joys, and fears. The quality and characteristics of voice are influenced by various factors: gender, age, exposure to harmful noxa, organic and functional disorders of voice.
Aim: The aim of this study was to determine the important quantitative and microstructural characteristics of voice in subjects with organic voice disorders of different ages in relation to gender, age and smoking status.
Method: The study included 60 subjects, of both genders (female n=30, male n=30), aged 13 to 85 years. The first age group consisted of respondents aged 13-40 years, and the second age group consisted of respondents aged 41-85 years. The average length of smoking experience for both research groups was 10 years. In the research, we used a computer laboratory for voice analysis “KayElemetrics”. One-factor multivariate ANOVA was applied in statistical data processing.
Results: The results of the research showed that the acoustic structure of voice in subjects with organic voice disorders of different age, gender and length of smoking status differed in most of the analyzed parameters (p<0.05). The research showed that the largest deviations were in the average value of the fundamental frequency, oscillations in the height of the fundamental frequency and oscillations in the intensity amplitude.
Conclusion: Instrumental monitoring of the vibratory cycle of the vocal cords is one of the important aspects of objective examination of voice. Pathological changes in the vocal cords deform the acoustic signal and affect the production of voice. The research showed that combined factors, such as age and smoking, significantly disrupt the acoustic structure of voice in female respondents compared to the younger age group
Relation between socioeconomic status of parents, phonological awareness and working memory in preschoolers
Get PDFUvod: Primarna funkcija fonološke radne memorije je privremeno čuvanje informacija o glasovnoj strukturi reči kao osnovi za uspostavljanje leksičkih predstava, koje postepeno formiraju i proširuju rečnik. Odnos između fonološke svesnosti i radne memorije važan je za jezički razvoj i prikazan je u brojnim istraživanjima.
Cilj: S obzirom da se fonološka svesnost razvija postepeno, kao i da radna memorija ima različit uticaj na njene komponente, cilj istraživanja je utvrđivanje međusobnih odnosa između ovih procesa i socioekonomskog statusa roditelja, uzimajući u obzir skup sposobnosti identifikovanih kao komponente fonološke svesnosti.
Metod: Uzorak istraživanja čini četrdesetoro dece, uzrasta između pet i sedam godina. Za procenu jezičkih sposobnosti primenjena je Clinical Evaluation of Language Fundamentals - Fourth Edition baterija sa suptestovima: fonološka svesnost i radna memorija.
Rezultati: Dobijeni rezultati pokazuju da je između ukupnog skora na testu fonološke svesnosti i postignuća na zadacima verbalne radne memorije -fonološka petlja utvrđena statistički značajna pozitivna korelacija (r=0,46; p=0,00). Rezultati istraživanja pokazuju da uzrast, socioekonomski status roditelja i postignuća na zadacima verbalne radne memorije predviđaju 61,4% varijanse postignuća na testu fonološke svesnosti (F=31,84; p=0,00). U konačnom modelu prediktora, statistički su značajna samo dva činioca, pri čemu uzrast ima veći beta koeficijent (3=0,65; p=0,00) u odnosu na postignuće na zadatku ponavljanja brojeva unapred (3=0,44; p=0,00). Kada se ukloni uticaj uzrasta, socioekonomski status roditelja i verbalna radna memorija predviđaju 15,8% varijanse postignuća na testu fonološke svesnosti, što predstavlja statistički značajan doprinos (F=10,81; p=0,01).
Zaključak: Dobijeni rezultati pružaju podršku postojećoj literaturi i ističu potrebu za novim studijama, koje će se baviti odnosom jezičkih i egzekutivnih funkcija kod dece.Introduction: The primary function of the phonological working memory is to temporarily store sound structures of words as the basis for the establishment of lexical representations that gradually form and extend the vocabulary. The relation between phonological awareness and phonological working memory is important for language development and it is well documented in the literature.
Aim: Since phonological awareness abilities develop gradually and working memory has different impact on its components, the present study aims to investigate the relations between these processes and socioeconomic status of parents considering the set of abilities identified as phonological awareness components.
Method: The research sample consisted of forty children, aged between five and seven. Clinical Evaluation of Language Fundamentals - Fourth Edition battery was used to assess language abilities, with subtests: phonological awareness and working memory.
Results: The obtained results show that a statistically significant positive correlation was found between the total score on the phonological awareness test and the achievement on the tasks of verbal working memory - phonological loop (r=0.46; p=.00). The results of the research show that age, socioeconomic status of parents and achievement on the tasks of verbal working memory predict 61.4% of the variance of achievement on the phonological awareness test (F=31.84; p=.00). In the final predictor model, only two factors were statistically significant, with age having a higher beta coefficient (3=0.65; p=.00) compared to the achievement on the digit span memory task - forward (3=0.44; p=.00). When the influence of age is removed, socioeconomic status of parents and verbal working memory predict 15.8% of the variance of achievement on the phonological awareness test, which represents a statistically significant contribution (F=10.81; p=.01).
Conclusion: The obtained results provide support to the existing literature and emphasize the need for new studies, which will deal with the relationship between language and executive functions in children