Our study investigated the differences in low-level L1 skills and L2 reading, listening, and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The research, in which children completed four language assessment tasks in three modes in a carefully counter-balanced order, also examined the relationship between low-level L1 skills and L2 reading, listening, and reading-while-listening performance. The findings show that, in Slovenian, which is a transparent language, dyslexic students are behind their non-dyslexic peers in word-level L1 skills after five years of literacy instruction. The results also call attention to the fact that students with weak L2 reading and listening skills might not always be at risk of, or diagnosed as having, dyslexia. Importantly, the findings suggest that the accuracy and speed of real and non-word reading in L1 might serve as useful indicators of L2 reading difficulties of young language learners. Furthermore, L1 dictation tests were also found to yield diagnostic information on young L2 learners’ listening and reading-while-listening problems.

health psychology report • volume (), 4 original article background Difficulties in solving mathematical word problems (MWP) are one of the most common reasons for weak mathematics performance, and poor mathematical literacy has important implications for an individual's further education, employment opportunities, mental health and quality of life in today's modern technological society. The purpose of the study was to examine whether Slovenian good and poor MWP solvers differ in arithmetic knowledge and skills, non-verbal reasoning, pupils' self-evaluations of MWP abilities, teachers' assessment of their mathematical knowledge and what strategies fifthgrade learners use in solving MWP.

Comparisons of performance in the Slovenian national assessment of knowledge at the end of primary school show lower results for pupils with special educational needs (SEN) in all school subjects and in arts education. Several authors highlight the hardships teachers face when working with pupils with SEN. Therefore, in the study we analysed the self-evaluation of competence for working with pupils with SEN among Slovenian art teachers in primary and secondary schools. The results show that the biggest challenges for Slovenian art teachers are the blind and visually impaired pupils and pupils with autistic disorders. They often offer the pupils adjustment in terms of achieving psychomotor goals. However, they are less able to identify pupils' problems in the socioemotional sphere and to use adjustment in relation to specific groups of pupils with SEN. Our research provides an insight into practice and thus a basis for further research in this area.

In a world with different readers with varying needs, the idea that readers might be given the option of text formatting their own text in advance seems very appealing. In this research, differences between reading speed, reading comprehension, and reading comfort were compared with the pre-set and self-set texts. The respondents read paragraphs and identified illogical words contained therein, while reading two comparable blocks of self-set and pre-set texts. The differences in the number of paragraphs read and the mistakes made in a limited timeframe were compared using a web test that was based on the Tinker's test. The results showed that the respondents encounter different difficulties while reading digital text. We statistically proved that people with dyslexia chose larger type sizes more frequently than people without dyslexia, whereas no such statistically significant trend was observed for all other variables (typeface, tracking, and leading). We did not observe any significant differences between the reading speed associated with pre-set and self-set texts; however, the reading speed was higher in the group of people without dyslexia. A significant difference was observed in reading comprehension, because reading comprehension was better in the case of self-set text used.

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