Brak bezpośredniego wpływu umiejętności percepcyjnych na umiejętności narracyjne dzieci z niedokształceniem mowy pochodzenia korowego

Balcerzak, Renata Balcerzak · 2019 · Crossref

DOI: 10.14746/pspsj.2019.26.2.1

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Summary

This study investigates the relationship between phonemic hearing deficits and narrative skills in children with cortical speech underdevelopment (niedokształcenie mowy pochodzenia korowego). The research addresses a gap in logopedic literature regarding whether perceptual impairments directly influence the quality of narrative production in children who do not acquire language naturally due to cortical brain damage. The author hypothesizes that while phonemic hearing and speech understanding are foundational, their direct impact on narrative competence may be mediated by other factors. The study employed a qualitative case study design involving four children (two girls, two boys) aged 5 to 10 years, diagnosed with cortical speech underdevelopment. Data were collected between 2015 and 2016 using three diagnostic tools: a phonemic hearing test using 38 visual cards representing Polish phonemic distinctions; a multi-sentence text comprehension task involving the chronological ordering of four images based on an auditory story; and a narrative production task requiring children to arrange and retell a six-image story about men harvesting and selling apples. The methodology allowed for modified procedures, such as researcher assistance in arranging images or eliciting narratives through dialogue, to accommodate the participants' limitations. The results revealed no direct correlation between the severity of phonemic hearing or text comprehension deficits and the quality of narrative production. Participants were divided into two groups: those with phonemic hearing deficits (Wiktoria, Paweł) and those without (Igor, Lena). However, performance in text comprehension did not align perfectly with hearing results; for instance, Lena had no phonemic deficits but showed comprehension errors, while Igor had no phonemic deficits and minimal comprehension errors. Crucially, narrative output varied significantly regardless of perceptual status. Lena produced the longest and most complex narrative (84 words, complex sentences), while Igor produced the shortest (30 words, mostly single words), despite both lacking phonemic hearing deficits. Wiktoria and Paweł, who had hearing deficits, produced intermediate-length narratives (37 and 45 words, respectively). Common errors across all participants included omitted sentence structures (subjects, objects), incorrect conjunction usage, and articulatory distortions, but these did not scale proportionally with perceptual deficits. The author concludes that phonemic hearing and speech comprehension do not directly determine narrative skills in these children. Instead, the study suggests that intermediate competencies, such as articulatory kinesthesia or other undeveloped skills, likely mediate the relationship between perceptual deficits and narrative quality. The small sample size prevents generalization, but the findings urge researchers to look beyond direct perceptual links and investigate other cognitive or motor factors influencing narrative production in children with cortical speech disorders.

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• auditory