| Резюме: |
Language abilities of children with developmental dysarthria are influenced by other secondary symptoms of cerebral palsy (CP): intellectual deficits, auditory disorders, epilepsy, and restrictions in manipulation, object activities and play as well. The profound analysis of the connection between motor (phonetic) and language (phonological) aspects in speech and language acquisition raises the question of the impact of speech disorder on language development in terms of dysarthria. In children with dysarthria and CP cognitive prerequisites for language and communication development, as well as for formation of cognitive abilities, are under the unfavorable influence of the same negative factors: leading cerebral impairment, intellectual status, sensory processing, access to environment, interaction with family, epileptiform discharges. The interaction between cognitive processes and language abilities, especially during the sensitive period of preschool age is important not only for their mutual stimulation and development, but also for developing learning abilities. The research aims to define and compare the levels of actual language and cognitive functioning of 5-7-aged children with CP and dysarthria, without intellectual and sensory disorders and without epi-symptoms. The main hypothesis is that connections between language and cognition are disharmonic: directly proportional are connections between grammar and thinking and phonology and memory. Levels of language and cognitive development are also compared with the degree of dysarthria and motor disabilities. All hypotheses are proved based on statistical data.
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