Teacher Perceptions of Reading Motivation in Children with Developmental Dyslexia and Average Readers

Ferrer, Manuel Soriano; Morte-Soriano, Manuel Ramón

doi:10.1016/j.sbspro.2017.02.012

Cited by 10 publications

(7 citation statements)

References 18 publications

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“…Our results are very clear to show problems of reading motivation, both extrinsic and intrinsic. Although the work in students with disabilities is scarce, our results coincide both with the problems of reading motivation found in adolescents [42] and in children with reading disabilities [40,41].…”

Section: Discussionsupporting

confidence: 85%

“…Likewise, teachers of children with dyslexia consider that they have less reading motivation, whether extrinsic or intrinsic, than their peers without disabilities. They are also less involved in reading activities [40]. Likewise, the studies have also confirmed that children with specific reading disabilities feel less competent and have less reading motivation (intrinsic, extrinsic, and social) than their peers without disabilities [41].…”

Section: Emotional and Motivational Problems In Spanish-speaking Adolmentioning

confidence: 63%

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The Role of Decision-Making in Suicidal Ideation

Piedra-Martínez¹

2018

Acta Psychopathol

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Students who have trouble in learning to read become a risk group as they experience more difficulties associated especially to emotional and motivational levels. Therefore, to characterize the emotional and motivational problems of adolescents with reading disabilities, 19 adolescents with reading disabilities were compared to 20 adolescents with normal development. The participants were balanced in chronological age, gender and IQ. All participants were interviewed. They self-reported anxiety, manifested depressive symptoms, self-concept, causal attributions for success / failure and motivation for reading. Overall, no significant differences were found regarding anxiety or depressive symptoms between adolescents with reading disabilities and adolescents in the control group. The ANOVA results show that adolescents with reading disabilities had a significantly lower academic self-concept and more extrinsic and intrinsic reading motivational problems. The participants also showed signs of a maladaptive attributional pattern. That is, adolescents with reading disabilities attribute their successes less to ability rather than external factors. They associate failure with lack of ability and bad luck. The results are discussed in relation to the specialized literature. The paper highlights the need to include an evaluation of the emotional and motivational aspects within a more comprehensive framework of assessment among students with learning disabilities.

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Section: Discussionsupporting

confidence: 85%

Section: Emotional and Motivational Problems In Spanish-speaking Adolmentioning

confidence: 63%

The Role of Decision-Making in Suicidal Ideation

Piedra-Martínez¹

2018

Acta Psychopathol

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“…Some studies (e.g., Lee and Zentall, 2012;Soriano-Ferrer et al, 2014;Wolters et al, 2014;Soriano-Ferrer and Morte-Soriano, 2017) have also looked specifically at the psychoeducational wellbeing of children with dyslexia and found that this population of students have more negative self-perceptions as readers (e.g., feeling less competent in reading, having more difficulty, and not liking reading), have lower motivation to read (e.g., they more commonly avoid reading activities) as assessed by selfreports or by teachers' reports, and demonstrate lower utility of reading. Thus, students with dyslexia read less for enjoyment and engage less in reading activities.…”

Section: Introductionmentioning

confidence: 99%

Psychoeducational Challenges in Spanish Children With Dyslexia and Their Parents’ Stress During the COVID-19 Pandemic

et al. 2021

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BackgroundResearch during 2020 has been rapidly attending to the impact of COVID-19 on various dimensions of wellbeing (e.g., physical, psychological, lifestyle and routines) on adults and children around the world. However, less attention has focused on the psychoeducational impact on children and their families. To our knowledge, no currently available studies have looked specifically at the impact of COVID-19 on students with dyslexia and their families. Research on this topic is needed to offer greater support for this population of students and their families.ObjectiveThe main objective of this paper is to examine the psychoeducational impact of the required COVID-19 quarantine in Spain among children with dyslexia and their families.MethodA sample of 32 children with dyslexia and their mothers participated in this study.MeasuresChildren and adolescents with dyslexia and their mother completed several measures before the required national quarantine in Spain and again during the quarantine. Children completed measures of depression, state anxiety, reading activity, and reading motivation. Mothers provided demographic information and completed measures related to students’ emotional and behavioral difficulties as well as parenting stress, parental distress, and a questionnaire about educational problems during quarantine.ResultsMajor findings showed that during quarantine, children with dyslexia had increased levels of depression and anxiety symptoms, and parents perceived their children as having more emotional symptoms, hyperactivity-inattention, and conduct problems. During quarantine, children and adolescents with dyslexia also showed less reading activity and less reading motivation. Parents also reported significantly more stress, during quarantine compared to pre-quarantine conditions. Some demographic and psychological variables predicted children’s state anxiety as well parental stress. The questionnaire related to impacts of quarantine also revealed several important findings. For example, nearly all parents of children with dyslexia reported (a) difficulties in establishing study routines, (b) that the quarantine negatively affected their child’s learning, and (c) that they did not receive sufficient help from teachers on how to support their child’s learning. Additionally, the vast majority of the parents were very worried about the child’s learning and school success, the child’s motivation and interest in reading, the child’s peer relations, and the professional skills of the child’s teacher.ConclusionThis study offers a preliminary investigation into this topic and elucidates several psychoeducational challenges that children with dyslexia and their families have experienced during the quarantine in Spain. Study findings highlight the need to provide immediate support for children with dyslexia and emphasizes the importance of developing prevention programs to mitigate any future negative impacts of COVID-19 on children with dyslexia and their parents.

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“…Furthermore, the majority of educators (68.9%) claimed that dyslexia and ADHD are different, but, as it is known from other research [42,43], sometimes these exist synchronously. The great majority of teachers believe that dyslexic students have difficulties only in writing (80.3%), in learning a foreign language (59%), and in theoretical courses (93.4%); that is a false assumption, as dyslexia affects reading, writing, theoretical courses [9,32,[44][45][46][47][48][49][50], as well as science courses [51]. The findings revealed that the majority of teachers have poor knowledge of and misunderstandings about dyslexia [11,52,53], although some accurate understandings when asked about reading, writing, and learning a foreign language were recorded.…”

Section: Discussionmentioning

confidence: 99%

Geography Teachers’ Knowledge of and Perceptions on Dyslexia

et al. 2020

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At all levels of education, teachers are actively involved in improving students’ learning outcomes and developing their own pedagogical experience. As a consequence, the teacher’s role in managing learning difficulties is of particular importance. This research investigates secondary school geography teachers’ knowledge of and perceptions of dyslexia. For research purposes, 61 questionnaires were distributed to secondary teachers teaching geography all over Greece. The questionnaire included a total of 30 questions about demographic and personal information, teachers’ knowledge of and perceptions of dyslexia, and teaching approaches they adopt while teaching geography. The research examined teachers’ willingness to use teaching tools and innovative approaches that would help all students and, more specifically, dyslexics. The responses were coded using SPSSv.23.00. The results show that teachers’ knowledge of dyslexia is contradictory, as most teachers (93.4%) believe that dyslexia affects students’ performance only in language courses, whereas a smaller percentage of teachers (just 27.8%) believe that dyslexic students also find it difficult to participate in science courses, and only 26.2% believe they face difficulties in orientation as well. Teachers also have unclear views on how to manage dyslexia and how to implement effective teaching strategies. The results show the importance of geography teachers’ training on dyslexia and the integration of new technology in teaching dyslexic students.

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Teacher Perceptions of Reading Motivation in Children with Developmental Dyslexia and Average Readers

Cited by 10 publications

References 18 publications

The Role of Decision-Making in Suicidal Ideation

The Role of Decision-Making in Suicidal Ideation

Psychoeducational Challenges in Spanish Children With Dyslexia and Their Parents’ Stress During the COVID-19 Pandemic

Geography Teachers’ Knowledge of and Perceptions on Dyslexia

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