Academic motivation in children with dyslexia

Łodygowska, Ewa; Chęć, Magdalena; Samochowiec, Agnieszka

doi:10.1080/00220671.2016.1157783

Cited by 9 publications

(6 citation statements)

References 18 publications

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“…Another aspect to consider is that, although the literature points out that dyslexic schoolchildren have little motivation for reading (22) , the way the program was prepared allowed measurement of the correct response percentage at the end of each intervention session and the gradual increase of blank filling complexity (per level). This enabled the students to monitor their performance along the PRCO, aiming to progress to the next level, a fact that may have positively influenced the motivation of individuals to read and fill in the blanks, paying attention to their orthography and reading comprehension performance (4) .…”

Section: Discussionmentioning

confidence: 99%

Compreensão de leitura em disléxicos após programa de intervenção

Martins

Cárnio

2020

CoDAS

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RESUMO Objetivo Elaborar um programa terapêutico fonoaudiológico e verificar seus efeitos na compreensão de leitura de escolares disléxicos. Método Participaram do estudo onze escolares de 4º e 5° anos do ensino fundamental, diagnosticados com Dislexia do Desenvolvimento, com idades entre nove e onze anos, sendo oito meninos. Todos foram submetidos ao programa terapêutico fonoaudiológico com 16 sessões, divididas em quatro níveis de complexidade. Em cada sessão, foram utilizados um texto adaptado com a Técnica de Cloze e tarefas de Compreensão Textual e Ortografia. Os sujeitos realizaram avaliação da compreensão leitora no pré e no pós-teste com um texto do Teste de Compreensão Leitora de Textos Expositivos, adaptado com a Técnica de Cloze estrutural sem apoio, seguido da Avaliação dos Níveis de Compreensão de Leitura. Resultados Os sujeitos apresentaram melhor desempenho na compreensão leitora no pós-teste, tanto no preenchimento do texto adaptado com a Técnica de Cloze e nas respostas às Perguntas de Compreensão Textual quanto no nível de compreensão de leitura atingido. Conclusão O programa elaborado gerou melhor desempenho na compreensão leitora dos escolares disléxicos e na motivação para a leitura. A Técnica de Cloze e as Perguntas de Compreensão Textual foram instrumentos úteis para desenvolver e apontar mudanças na compreensão de leitura dos sujeitos desta pesquisa. Trata-se de estudo relevante, por elaborar e verificar os efeitos de um programa específico de remediação para disléxicos, com uma proposta de aplicação de textos usando a Técnica de Cloze e aliando-a a outras tarefas diversificadas de compreensão de leitura textual e ortografia.

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Section: Discussionmentioning

confidence: 99%

Compreensão de leitura em disléxicos após programa de intervenção

Martins

Cárnio

2020

CoDAS

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“…Students with learning difficulties, who are often struggling writers, are expected to have lower levels of writing motivation compared with their typically developing peers (Brouwer, 2012). A number of studies (Kim & Lorsbach, 2005; Kormos & Csizer, 2010; Polychroni et al, 2006; Ridscale, 2005) have shown that the frequent academic failure in schools experienced by students with dyslexia has adverse effects on their learning motivation (Łodygowska et al, 2017). In general, however, the findings with respect to this hypothesis have been mixed in the limited research on writing motivation among students with learning difficulties.…”

Section: Motivation In Writingmentioning

confidence: 99%

Writing motivation in Chinese children with developmental dyslexia

Yeung

2022

Journal Research in Reading

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Background: Recent models of writing acknowledge the influential role of motivation in writing development. There has been a paucity of research on writing motivation in children. This study investigated writing motivation among Chinese children with developmental dyslexia. Methods: Forty-one Chinese children with developmental dyslexia (RD) in Grades 3 to 5 and their typically developing counterparts matched on age (CA controls) (n = 41) were administered tasks assessing their writing motivation (perceived value of writing and writing apprehension), cognitive-linguistic skills (word dictation, syntactic skills and working memory), and writing abilities (quality and productivity). Results: The results showed that the RD group performed significantly less well than the CA group in all cognitive-linguistic skills and writing abilities measures. No significant between-group differences were found in writing motivation measures. Multiple regression analysis results showed that perceived value of writing significantly predicted writing productivity in the RD group and writing quality in the CA group. Word dictation was the only significant predictor of writing quality in both the RD and the CA group. Conclusions: These findings suggest that writing motivation influences writing performance in Chinese children with developmental dyslexia in elementary grades. Specifically, perceived value of writing predicts writing quality in typically developing Chinese children but predicts only writing productivity, not writing quality, in Chinese children with developmental dyslexia. The impact of writing motivation on writing performance becomes stronger with advances in component skills acquisition.

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“…There are a number of educational interventions that can be useful in helping the dyslexic individual. Some of these are direct treatments, while others involve providing accommodations to the learning environment (Łodygowska, Chęć, & Samochowiec, 2017). https://dx.doi.org/10.15405/epsbs.2019.04.02.117 Corresponding Author: Cristina Dumitru Tabacaru Selection and peer-review under Children with learning disabilities in Romania receive two types of assessment: in order to diagnose pupils with learning disabilities in Romania, there are some steps to undertake: a) Psycho-pedagogical assessment which is mandatory and is undertaken to establish the level of school performance of the child according to national curriculum; to determine the impact of the functional deficit in following areas: reading, writing or mathematical calculus; to identify appropriate learning strategies in order to support students learning; to identify students' resources.…”

Section: Assessment and Diagnosis Process Of Learning Disorders In Romentioning

confidence: 99%