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3. Preface

Author

Padrik, Marika, primary, Kerge, Krista, additional, and Trasberg, Karmen, additional

Published
2022
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5. Keelepuude märkamine kakskeelsetel lastel: eestikeelse lausete järelekordamise testi prooviuuring.

Author

Padrik, Marika, Vihman, Virve-Anneli, and Fil, Olga

Subjects
*CHILDREN'S language, *LANGUAGE disorders, *LANGUAGE ability, *LANGUAGE & languages, *AGE of onset, *SECOND language acquisition
Abstract

The identification of language impairment in bilingual children is less straightforward than in monolingual children, as can be seen from misdiagnoses leading to either over- or under-representation in speech and language therapy. Based only on the child's second language, it is difficult to form an expert opinion on the cause of language difficulties: language impairment can be overlooked if difficulties are assumed to come from second language learning, or difficulties with second language learning can be mistakenly ascribed to language impairment (Marinis et al., 2017; Paradis et al., 2021). Bilingual children's language development differs from monolingual development and involves greater variability, due to factors such as age of onset, length of exposure and quantity and quality of input. Moreover, bilinguals should be assessed in both of their languages. A lack of bilingual norms and standardised tools for the assessment of bilinguals is an obstacle to accurate identification and timely intervention. Based on tools developed by the international LITMUS research network (Language Impairment in a Multilingual Society, initially formed through the European Union's COST programme) for assessing bilingual children across many languages (see Armon-Lotem et al., 2015; www.bi-sli.org), this study aims to develop the first version of a sentence repetition assessment in Estonian. More specifically, the study sets forth the goal of identifying which sentence structures and sentences are suited for a sentence repetition task designed to assess children's language processing abilities, in order to identify developmental language disorder (DLD) among bilingual children. In order to be suited for the task, specific sentences and sentence structures must be shown to be feasible for typically developing (TD) bilingual children, and must enable differentiation between TD and DLD bilinguals. We set out the following research tasks and hypotheses: Task 1. To compare sentence repetition accuracy among 5 to 6-year-old TD and DLD monolinguals and bilinguals and determine which sentences and sentence structures are appropriate for the test. Hypothesis 1: Bilingual children were expected to perform with lower accuracy than monolingual children. Hypothesis 2: Bilingual children were expected to have greater difficulty with sentence structures which occur less frequently in the input and place greater demands on language processing. These include complex sentences with subordinate clauses and sentences with complex grammatical forms. Hypothesis 3: Monolingual DLD children were expected to have lower scores on the task than monolingual TD children, and bilingual DLD children were expected to score lower than bilingual TD children. Previous results are mixed regarding whether sequential TD bilinguals should be expected to score higher or lower than age-matched monolingual DLD children (see Hallap et al., 2014; Morgan et al., 2013; Orgassa & Weerman, 2008). In summary, we expected the following results: monolingual TD > bilingual TD; monolingual TD > monolingual DLD; bilingual TD > bilingual DLD; bilingual TD > monolingual DLD (no hypothesis formulated). Task 2. To identify changes to be made in the task. The final version of the task will include 30 sentences for norming, selected on the basis of results of the longer initial version. Sentences will be selected based on those for which (a) bilingual TD children scored with high accuracy; (b) bilingual DLD children performed more poorly, making it possible to differentiate between bilingual TD and DLD. [ABSTRACT FROM AUTHOR]

Published
2022
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12. Spetsiifilise kõnearengupuudega eesti laste sõnamoodustusoskus

Author

Padrik, Marika

Subjects
dissertation, väitekiri, dissertatsioonid, ETD
Abstract

Väitekirja elektroonilisest versioonist puuduvad publikatsioonid., Spetsiifilise kõnearengupuudega (SKAP) lastel on suured raskused rääkima õppimisel, kuigi muus osas on lapse areng normaalne. Miks lapsed ei õpi grammatiliselt õigesti rääkima, ei ole teadlastele siiani täpselt selge. Puude avaldumine on keeleti erinev. Logopeedilise diagnostika ja teraapia seisukohast on vaja teada, kuidas nimetatud puue avaldub eesti keeles ja mille poolest nende laste kõnelema õppimine erineb eakaaslastest. Käesolevas töös uuriti, kuidas SKAP lapsed omandavad sõnamoodustusoskust. Leiti, et sõnade liitmine ja tuletamine, mis on eesti keeles väga produktiivsed viisid uue tähenduse tähistamiseks, on SKAP lastele vanuses 4.2 – 6.9 rasked. Selgus, et eesti SKAP lapsed teevad eakaaslastest oluliselt rohkem vigu astmevahelduslike sõnade tüvevariantide kasutamisel, millel ei ole tähendust. Liitsõnade mõistmisel orienteeruvad nad eakaaslastest sagedamini liitsõna esimesele komponendile, moodustamisel vastavad liitsõna asemel täiendsõnaga, ei kasuta uurija poolt esitatud informatsiooni uue sõna moodustamisel. Eakaaslastest oluliselt rohkem mõjutab SKAP lapsi ülesande esitamise viis: eksimusi oli rohkem ülesandes, kus uusi sõnu oli vaja moodustada lauseid muutes; lihtsam oli sõna moodustada analoogia alusel. Uuringu tulemused näitavad, et SKAP laste vead tulenevad keelelise informatsiooni töötlemise probleemidest. Tulemused ei võimalda väita, et need lapsed ei suuda omandada keelereegleid, mille alusel liitsõnu moodustada. Töös kirjeldatakse, kuidas õpetada alakõnega (sh SKAP) õpilastele klassitingimustes sõnade tuletamist ja pakutakse välja õpetamisetapid ja töövõtted ühe tuletusmalli kujundamiseks ning eri mallide diferentseerimiseks., Children with specific language impairment (SLI), even though otherwise normally developing, experience hardships in learning to speak. Why such children fail to acquire grammatically correct speech patterns is not quite clear yet. The ways in which the impairment exhibits itself do not coincide in different languages. For the purposes of impairment diagnostics and prescription of speech therapy, it is relevant, in each particular case, to reveal the specificity of the speech impairment involved and draw informed conclusions about how the teaching of children affected by it differs from that of their normally developing (ND) peers. The current paper investigates how Estonian SLI children acquire the word-derivation skill. Research revealed that word derivation and compounding, which in Estonian are characteristically productive ways of designating new meaning, appear to be difficult for SLI children in the 4.2 -6.9 age bracket. Significantly more often than their ND peers, Estonian SLI children tend to make mistakes in using variants of gradational stems that have no independent meaning. In comprehension of compounds, SLI children, more frequently than their normally developing peers, rely on the first component of a compound, use a modifier in place of a compound, and fail to take advantage of the information provided by the researcher to help them form novel compounds. SLI children tend to be more dependent on the method of task presentation: the subjects made more errors in the assignment which asked them to form new words by changing sentences, preferring to use a simpler way – forming words on the basis of analogy. The results of the study indicate that the underlying factors of SLI children’s errors are their problems with information processing. On the basis of the results, however, there is no reason to argue that SLI children are incapable of acquiring grammar rules and patterns governing compound formation. The paper therefore proposes particular methods for teaching the word-derivation skill to children with language impairments (incl. SLI children) in the conditions of classroom teaching. Stages and special techniques are suggested for teaching/learning particular derivational patterns as well as for distinguishing between different patterns.

Published
2010

13. Eestikeelne kõne arengu hindamise test 5-6-aastastele lastele

Author

Hallap, Merit and Padrik, Marika

Subjects
sõnamoodustus, lapse areng, testid, sõnavara, hindamine, morfoloogia, kõne, alusharidus, kõneõpetus, logopeedia
Abstract

Käesoleva projekti eesmärgiks on töötada välja standardiseeritud test, millega on võimalik hinnata 5-6-aastaste eesti keelt kõnelevate laste kõne arengut. Kõne on 5–6 a lapse puhul üks olulisemaid arengunäitajaid, mida logopeedid on seni hinnanud eri meetodite abil, sh vaatlus, küsimustikud ja mittestandardiseeritud testid. Kuid ainult standardiseeritud kõnetesti kasutades saab logopeed anda objektiivse numbrilise hinnangu selle kohta, milline on uuritud lapse kõne areng eakaaslastega võrreldes ja millistes kõnevaldkondades esineb mahajäämus. Standardiseeritud testi kasutamine muudab kõne hindamise objektiivsemaks ja usaldusväärsemaks ning on aluseks kvaliteetsele pedagoogilis-psühholoogilisele nõustamisele.

Published
2009

15. Adaption and validation of the Mississippi Aphasia Screening Test to Estonian speakers with aphasia.

Author

Nursi, Aaro, Padrik, Marika, Nursi, Liisa, Pähkel, Maarja, Virkunen, Liis, Küttim‐Rips, Anne, and Taba, Pille

Subjects
*APHASIC persons, *TEST reliability, *LANGUAGE ability, *APHASIA, *RECEIVER operating characteristic curves
Abstract

Objectives: The Mississippi Aphasia Screening Test (MAST) is a brief screening tool for assessing the expressive and receptive language abilities of patients with aphasia. The goal of this study was to adapt and validate the MAST into the Estonian language. The discriminant validity and internal consistency of the test were examined, as well as its sensitivity and specificity. Methods: The MASTest was administered in 50 left hemisphere stroke patients with aphasia (LHA+ group) in the acute phase after the stroke and 126 healthy volunteers in a control group (CG), stratified by age and level of education. Nonparametric tests were used to get normative values, compare the values of the MASTest scores between the LHA+ group and the CG, and to assess the discriminant validity, internal consistency, sensitivity, and specificity of the MASTest. Results: The summary scores: total score (MASTest‐T), expressive score (MASTest‐E), and receptive score (MASTest‐R) correlated with age and educational level, and the normative values were adjusted accordingly. The LHA+ group showed more impairment than the CG in all subtests and summary scores. The internal reliability of the MASTest was high for the whole sample and LHA+ group. The sensitivity and specificity of the MASTest using the 5th percentile were 74% and 94%, respectively, but using receiver operating characteristic (ROC) analysis, it was 89% and 80%. Conclusion: The MASTest is a valid screening tool for evaluating expressive and receptive language abilities in Estonian patients with aphasia in early stroke. The MASTest is the first validated aphasia screening test for Estonian‐speaking people, who number less than one million worldwide. The MASTest is a valid screening tool for evaluating expressive and receptive language abilities in Estonian patients with aphasia in early stroke. [ABSTRACT FROM AUTHOR]

Published
2019
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19. Token-testi eestikeelse lasteversiooni (TTFC-2) piloteerimine

Author

Nikkinen, Kaili, Padrik, Marika, juhendaja, Themas, Liis, juhendaja, Tartu Ülikool. Sotsiaalteaduste valdkond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
arusaamine, kõnepuuded, testid, magistritööd, hindamine, kõne areng, lapsed
Abstract

https://www.ester.ee/record=b5510037*est

Published
2022

20. Lausete järelekordamise testi väljatöötamine arengulise keelepuude määramiseks: ükskeelsete arengulise keelepuudega ja eesti-vene kakskeelsete laste võrdlus

Author

Tereštšuk, Viktoria, Padrik, Marika, juhendaja, Vihman, Virve-Anneli, juhendaja, Tartu Ülikool. Sotsiaalteaduste valdkond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
ausetüübid, kakskeelsus, kõnepuuded, testid, magistritööd, hindamine, kõne areng, lapsed
Abstract

https://www.ester.ee/record=b5510040*est

Published
2022

22. Rossetti suhtlemise arengu testi kohandamine: kognitiivne intervjuu

Author

Rämmel, Anneli, Pruul, Kersti, Padrik, Marika, juhendaja, Saareoja, Helen, juhendaja, Tartu Ülikool. Sotsiaalteaduste valdkond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
sotsiaalsed oskused, väikelapsed, magistritööd, hindamine
Abstract

https://www.ester.ee/record=b5455571*est

Published
2021

24. Afaasiaga insuldihaigete tava- ja teadusmõistete kasutamine

Author

Pikkat, Karolin, Nursi, Aaro, juhendaja, Padrik, Marika, juhendaja, Toomela, Aaro, konsultant, Tartu Ülikool. Sotsiaalteaduste valdkond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
haridustase, vanasõnad, magistritööd, tava- ja teadusmõisted, afaasia, mõistetasemed
Abstract

https://www.ester.ee/record=b5455565*est

Published
2021

26. Logopeedide keelekasutus töös keelepuudega lastega

Author

Koop, Kairin, Padrik, Marika, juhendaja, Tartu Ülikool. Sotsiaalteaduste valdkond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
magistritööd, koostöö, hindamine, kõne areng, logopeedid, lapsed
Abstract

https://www.ester.ee/record=b5366232*est

Published
2020

31. Pseudosõnade test keelepuude määramiseks: prooviuuring

Author

Grihin, Laura, Hallap, Merit, juhendaja, Padrik, Marika, juhendaja, Tartu Ülikool. Sotsiaalteaduste valdkond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
kakskeelsus, magistritööd, petsiifiline kõnearengu puue, hindamine
Abstract

https://www.ester.ee/record=b5366122*est

Published
2020

32. Veebitugi häälduse arengu toetamiseks koolieelses eas

Author

Akkaja, Gaisa, Raudik, Signe, juhendaja, Padrik, Marika, juhendaja, Tartu Ülikool. Sotsiaalteaduste valdkond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
keeleline areng, magistritööd, e-õpe, logopeedia, koolieelikud, hääldus
Abstract

https://www.ester.ee/record=b5253935*est

Published
2019

34. 3–4-aastaste laste kõnetesti ülesannete eristusvõime hindamine

Author

Raide, Veronika, Padrik, Marika, juhendaja, Tartu Ülikool. Sotsiaalteaduste valdkond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
testid, magistritööd, hindamine, kõne areng, koolieelikud
Abstract

https://www.ester.ee/record=b5255668*est

Published
2019

42. Suulaelõhega laste hääle akustilised omadused

Author

Numa, Jette, Lehes, Lagle, juhendaja, Padrik, Marika, kaasjuhendaja, Tartu Ülikool. Sotsiaalteaduste valdkond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
suulaelõhe, füsioloogiline akustika, magistritööd, häälehäired, huulelõhe, diktsioon, hindamine
Abstract

http://www.ester.ee/record=b4690285*est

Published
2017

46. Lausete grammatilise ja pragmaatilise tähenduse mõistmise hindamine

Author

Needo, Karin, Padrik, Marika, juhendaja, Tartu Ülikool. Sotsiaal- ja haridusteaduskond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
pervasiivsed arenguhäired, magistritööd, hindamine, kõne areng, lapsed
Abstract

http://www.ester.ee/record=b4600846*est

Published
2016

47. Lauseloome hindamine 3–4-aastastel lastel

Author

Hansen, Mari-Ann, Padrik, Marika, juhendaja, Tartu Ülikool. Sotsiaal- ja haridusteaduskond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
väikelapsed, magistritööd, hindamine, kõne areng
Abstract

http://www.ester.ee/record=b4545001*est

Published
2016

48. Teksti mõistmine 5-6 -aastastel lastel pildiseeria toel

Author

Pärn, Piia, Padrik, Marika, juhendaja, Tartu Ülikool. Sotsiaal- ja haridusteaduskond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
teksti mõistmine, magistritööd, narratiiv, koolieelikud
Abstract

http://www.ester.ee/record=b4601845*est

Published
2016

50. Lausungi mõistmisoskuse hindamine 3–4-aastastel lastel

Author

Undrits, Anna-Liisa, Padrik, Marika, juhendaja, Tartu Ülikool. Sotsiaal- ja haridusteaduskond, and Tartu Ülikool. Haridusteaduste instituut

Subjects
testid, magistritööd, hindamine, kõne areng, koolieelikud
Abstract

http://www.ester.ee/record=b4518333*est

Published
2015

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