Akomodācijas funkcijas skolas vecuma bērniem ar lasīšanas traucējumiem
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Latvijas Universitāte
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Abstract
Maģistra darbs uzrakstīts latviešu valodā uz 46 lapām, satur 15 attēlus, 9 tabulas, 5 pielikumus un 26 atsauces uz literatūras avotiem.
Darba mērķis. novērtēt skolas vecuma bērniem akomodācijas funkcijas un lasīšanas ātrumu.
Subjekti. 118 dalībnieki, vecumā no 7 līdz 10 gadiem. 48 – kontrolgrupā, 70 -mērķa grupā.
Metode. Akomodācijas funkciju novērtēšana ar flipera, push-up testiem, lasīšanas ātruma noteikšana: izlasīto vārdu skaits minūtē, lasītprasmju anketēšana.
Rezultāti un secinājumi. 58,7% bērnu lasīšanas ātrums ir zem normas līmeņa. Novērtēšanas metodes izvēle ietekmē akomodācijas amplitūdas mērījumu rezultātus. 26% bērnu veidojas saistība starp akomodācijas atslābināšanas fāzi un lasītprasmi un 15% starp akomodācijas sasprindzinājuma fāzi un lasītprasmi.
Atslēgvārdi. Lasītprasme, akomodācijas amplitūda, akomodācijas vieglums.
Master thesis is written in Latvian, it consists of 46 printed pages, 15 figures, 9 tables, 5 appendices and 26 references. Aim. Evaluate accommodative function and reading skills in school children. Subjects. 118 individuals of 7 – 10 years of age range. 48 – control group, 70 – experimental group. Method. Evaluation of accommodative function with flipper and push-up tests, reading skills: words per minūte, reding skill questionnaire. Results and conclusion. There is 58,7% children with poor reading skills. Method chois of evaluation of accommodative amplitude can influence results. In 26% of children exist relationship between accommodation relaxation phase and reading skills, and in 15% between accommodation tension phase and reading skills. Key words. Reading skills, accommodative amplitude, accommodative facility.
Master thesis is written in Latvian, it consists of 46 printed pages, 15 figures, 9 tables, 5 appendices and 26 references. Aim. Evaluate accommodative function and reading skills in school children. Subjects. 118 individuals of 7 – 10 years of age range. 48 – control group, 70 – experimental group. Method. Evaluation of accommodative function with flipper and push-up tests, reading skills: words per minūte, reding skill questionnaire. Results and conclusion. There is 58,7% children with poor reading skills. Method chois of evaluation of accommodative amplitude can influence results. In 26% of children exist relationship between accommodation relaxation phase and reading skills, and in 15% between accommodation tension phase and reading skills. Key words. Reading skills, accommodative amplitude, accommodative facility.