FILIPOVA, Silvana and Haskaj, Adelina (2026) SEMANTIC DEVELOPMENT IN SIX-YEAR-OLD CHILDREN: AN ANALYSIS OF HOMONYMS, ANTONYMS, SYNONYMS, AND METONYMS. In: INTERNATIONAL CONFERENCE “FROM RESEARCH TO APPLICATION”, 18-19 November, 2026.
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Abstract
Semantic development represents a fundamental component of speech and language development and plays a crucial role in communication, learning, and later academic achievement. The aim of this study was to assess the level of semantic development in six-year-old children and to examine potential differences in performance according to gender, type of educational institution, and speech-language status. The study included 47 children aged 5.5 to 6.5 years (M = 6.03, SD = 0.32) attending preschools and primary schools in the municipalities of Vrapčište and Gostivar, North Macedonia. Semantic development was assessed using Vladisavljević’s Semantic Test, which evaluates the understanding and use of homonyms, antonyms, synonyms, and metonyms. Descriptive statistics, an independent-samples t-test, and one-way analysis of variance (ANOVA) were employed for data analysis. The results indicated that the highest scores were achieved on the homonym subtest (M = 8.57, SD = 2.35), whereas the lowest scores were observed on the metonym subtest (M = 3.98, SD = 1.74). The mean total score on the Semantic Test was 22.45 (SD = 3.59), exceeding the theoretical midpoint of the test. No statistically significant gender differences were found in semantic development. In contrast, statistically significant differences were identified according to the type of educational institution (F = 5.470, p = .008) and speech-language status (F = 2.454, p = .045). The findings suggest that semantic categories do not develop at the same rate and that both the educational environment and speech-language status are associated with the level of semantic development in six-year-old children. These results highlight the importance of considering environmental and developmental factors when assessing semantic abilities during early childhood.
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Faculty of Law, Arts and Social Sciences > School of Education |
| Depositing User: | Unnamed user with email zshi@unite.edu.mk |
| Date Deposited: | 10 Nov 2026 10:17 |
| Last Modified: | 10 Nov 2026 10:30 |
| URI: | http://eprints.unite.edu.mk/id/eprint/2695 |
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