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Introduction: This study investigates the comprehension of picture stories in typically developing Czech-speaking children aged 3-6 years. Aim: The aim of the study was to observe the development of story comprehension in children aged 3-6 years, to map the level of comprehension at different ages, and to try to determine whether and how story comprehension, or the ability to infer the behavioral goals of story protagonists and their internal mental states, changes. Methodology: typically developing children aged 3-6 years (n = 74) were presented with stories depicted in picture sequences using the MAIN - Multilingual Assessment Instrument for Narratives (Gagarina et al., 2012) in a Czech adaptation (Gagarina et al., 2019b). Children were asked to (1) tell a story and answer comprehension questions; (2) retell a story presented by an administrator and answer comprehension questions. In this study, children's responses to standardized questions mapping the ability to infer the behavioral goals of the story protagonists and their internal mental states were analyzed. Descriptive analyses were conducted to determine the overall level of comprehension, the effect of age was observed, and the performances of different age groups were compared. Subsequently, the results for each of the observed story components were compared across and within age categories and further research directions were suggested. Results: The results support the assumption that in a group of preschool children the ability to understand stories increases with age. The research also suggests that age 4 may be a key point, especially in understanding the internal mental states of characters. Research has also revealed differences in understanding different aspects of stories. Children were most successful in understanding characters' goals, less successful in interpreting their internal mental states, and least successful in justifying them. No floor or ceiling effects were found in the treatment group, suggesting that the development of this skill continues to take place at a later age. Limitations: The study encounters several factors that could influence its outcomes. Firstly, the sample size could constrain the generalizability of the findings. Methodologically, the use of MAIN - Multilingual Assessment Instrument for Narratives was pivotal, although considering additional assessment methods might provide a more comprehensive perspective. Another aspect of limitation was the age homogeneity, where specific developmental nuances might have been overlooked despite covering various age groups.
Narativní schopnosti jsou jednou z důležitých oblastí jazykového vývoje dítěte. Vypovídají o celkové úrovni jazykových dovedností a bývají zasažené u dětí s narušeným vývojem řeči. Kromě jazykové oblasti ale vypovídají také o celkové kognitivní zralosti a mohou ukazovat na úroveň některých kognitivních schopností, jako je paměť či pozornost. Do velké míry souvisí také s budoucí školní úspěšností, zejména se čtením a porozuměním čtenému textu. Proto je potřeba se touto oblastí jazyka zabývat v diagnostice a intervenci. Cílem článku je podrobněji vysvětlit podstatu narativních schopností a zasadit je do kontextu dalších schopností a dovedností. Chceme ukázat způsoby diagnostiky těchto schopností a shrnout aktuální stav v České republice. V závěru chceme představit nově vzniklý nástroj na měření narativních schopností - Multijazykový test pro hodnocení jazykových schopností, který je adaptací anglické verze testu MAIN (Multilingual Assessment Instrument for Narratives), jenž je v současné době dostupný ve více než 70 jazycích.
Narrative skills are an important area of a child's language development. They divulge the overall level of language skills and are often affected in children with language impairment. They also indicate overall cognitive maturity and may signify the level of some cognitive abilities, such as memory or attention. Narrative skills are also largely related to future school success, especially reading and comprehension of the read text. Therefore it is necessary to deal with this area of language by diagnosis and intervention. The aim of the article is to explain in more detail the essence of narrative abi-lities and to place them in the context of other abilities and skills. We attempt to show how these abilities can be diagnosed and what the progress is in the diagnostics of narrative abilities in the Czech Republic. Finally, we wish to present a new tool for measuring narrative abilities - the Multilingual Assessment Instrument for Narratives (MAIN), which is current-ly an adaptation of the original English version, currently available in more than 70 languages.
Vývojová dysfázie je jednou z nejčastějších diagnóz, se kterými se klinický logoped ve své každodenní praxi setkává. Jedná se o diagnózu, která s sebou nese celou řadu potenciálních problémů, jež musí logoped řešit. Dysfázie se zdaleka netýká jen špatné srozumitelnosti řeči, ale dotýká se zpravidla i mnoha jiných oblastí, ať už jde o slovní zásobu, morfologicko-syntaktickou rovinu jazyka či porozumění řeči. Jednou z oblastí, o níž se v souvislosti s vývojovou dysfázií hovoří méně, je přenos potíží do psané řeči - tedy o vysokém riziku výskytu potíží ve čtení a psaní, které je pro děti s vývojovou dysfázií mnohem vyšší než u intaktních dětí. Cílem tohoto článku je poukázat na souvislosti vývojové dysfázie a počáteční gramotnosti v kontextu tuzemské a zahraniční literatury, shrnout aktuálně dostupné poznatky o efektivitě intervence v oblastech, které za počáteční gramotnost zodpovídají, a podnítit tak odborníky z různých oblastí k zamyšlení nad dalšími možnostmi pomoci dětem s vývojovou dysfázií tak, aby se předešlo jejich selhávání ve školních dovednostech. V závěru článku bude přiblíženo nové vydání stimulačního programu Trénink jazykových schopností podle D. B. Elkonina a jeho praktická aplikace v České republice v současné době.
Developmental dysphasia is one of the most common diagnoses encountered by clinical speech therapists. It is a diagnosis that brings with it a number of potential problems that the speech therapist has to solve. Dysphasia is not only about poor speech intelligibility, but also affects many other areas - vocabulary, morphology and syntax or language comprehension. One area that is less pronounced in relation to developmental dysphasia is the transmission of problems to written language - the high risk of reading and writing difficulties, which is much higher for children with developmental dysphasia than for intact children.The aim of this article is to highlight the relationship between developmental dysphasia and initial literacy in the context of domestic and foreign literature. We will try to summarize currently available knowledge on the effectiveness of intervention in skills that are responsible for initial literacy, and also encourage professionals from different areas to think about other possibilities of helping children with developmental dysphasia to prevent their failure in school skills. At the end of the article, a new edition of the stimulation program "Training of Language Skills by D. B. Elkonin" and its practical application in the Czech Republic at the present time will be presented.
