Abstract:

University studies entail qualitative and quantitative changes that first-year university students have to deal with as soon as possible. Certainly higher competence demands are placed on students. Every student must possess a whole range of competences in order to succeed in their studies. Demonstration of individual competences for students with specific needs appears to be problematic. In our contribution, we will focus on the language competences of students with specific learning disabilities. These were measured by a standardized test (DysTest), which is used to setting up diagnosis of manifestations of Specific Learning Disabilities and subsequent setting up service measures for university students with Specific Learning Disabilities. Language competences have an irreplaceable place when studying at university. As part of our research, 6 language competences (lexical fluency, phonological competence, syntactic competence, morphological competence, dictation and summary) were monitored and evaluated. In our work, we proceed from two assumptions. The summary here represents the skill of writing student papers (seminar papers, essays, summaries...) and dictation corresponds to adequate taking of notes from lectures and seminars. The aim of the contribution is to point out the relationships between the observed language competences. On the basis of correlation analysis, the relationships between morphological competence, syntactic competence and results in dictation and morphological competence, syntactic competence and results in summary were proven. On the contrary, the influence of phonological competence on the results in summary in the monitored sample was not conclusive. This can further show us the way not only for the effective setting of service measures, but also the direction for the development of the competences necessary for studying at university among a selected sample of students.

Keywords:

Language competences, Specific Learning Disabilities, higher education.