Abstract:

The aim of the paper is to emphasize the importance of accurate speech and language diagnosis at pupils-school beginners with language developmental disorders educated at speech-therapy-type primary school and at pupils at primary school of common type. The objective of the research was to compare the results of the analysis of lexical fluency in a sample of the first grade pupils at a speech-therapy-type primary school (STPS) and a primary school of common type (PS). The author examined 43 pupils, of whom 26 were from the speech-therapy-type primary school and 17 pupils with typical language development from a primary school. The author carried out the speech and language examination from 20th May to 26th June 2019 at three schools in the Czech Republic. We used categorical word production exam (categories animals and vegetables), phonemic word production of sounds K, P, S. Pupils from PS (valid N=17) achieved statistically better results in the categorical word production of animals than STPS pupils (valid N=26), t-value: - 2.82220; df 41; p=0.007324 and in the phonemic word production of sound S, t-value: - 2,60651; df 41; p=0.012692. The mean of the category animals was 12.588 at PS children and 9:88 at STPS children; the mean of the word production of sound S was 5.65.at PS children and 3.62 at STPS children.

Acknowledgement:
This research activity was granted by: „Research on Education of People with Impaired Communication Ability and Children with Hearing Impairment – selected issues“ IGA_PdF_2019_017.

Keywords:

lexical fluency, specific learning disorder, developmental dysphasia