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Developing reading skills of adolescent

Urška Jeraj (2013) Developing reading skills of adolescent. Diploma thesis.

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    We live in the area of computers and television. Dedicating our time to passive communication activities, such as watching and listening, we spend less time on active communication activities, such as conversing, writing and also reading, but this does not mean that these are less important. Fluency in reading, accuracy, automatisation, reading comprehension and a rich vocabulary are the key components of a successful reader. Most students develop their reading abilities during primary school, allowing them to read fluently, with appropriate speed and accuracy. Problems, such as dyslexia, may occur with students who have troubles in the reading-writing process. Experts estimate, that the frequency of all learning disabilities, including dyslexia, is about 10% worldwide (Salter and Smythe, 1997, in Kavkler, Magajna, Košak Babuder, Zemljak, Janželj, Andrejčič, Meehan, Smythe, Ward, 2010). In my thesis I focused on researching reading strategies and methods, which improve reading abilities of a teenager with dyslexia. I included a 14-year-old with dyslexia in my research, and the first goal of my empirical part was to put together and carry out reading exercices. Exercices included various reading strategies, methods and reading techniques, which correspond to the teenagers special needs. My goal was also to use these stategies and improve the teenagers speed and accurancy in reading. Since successful reading is influenced by various factors, I was also improving his reading motivation and organisation skills, regarding school work and homework. Before planning and executing the reading exercices I gathered information to assess the youngster with reading disabilities, using The One-Minute Reading Test (Gradišar, Pečjak, 1991), Organisation Skills Questionnaire (Do you have good organization skills?, 2012), Learning Styles Questionnaire (Memletics learning styles questionnaire, 2012), Reading Motivation Questionnaire (Pečjak, Bucik, Gradišar, Peklaj, 2006) and The Test for Reading and Writing Disabilities (Šali, 1975). I formed my goals according to the initial assessment, and later formed the reading exercices according to my goals. I performed the reading exercices twice a week for a half hour, from October 2012 to March 2013, at the teenager's home. In March 2013 I performed the final test using The One-Minute Reading Test (Gradišar, Pečjak, 2002), Organisation Skills Questionnaire (Do you have good organization skills?, 2012), The Test for Reading and Writing Disabilities (Šali, 1975) and The Evaluation Questionnaire, which I formed myself for the purposes of my thesis. Comparing the initial and final results, I noticed the teenager's progress in different areas of reading. The final results show that the teenager improved his reading fluency, reading attention and accuracy, increased his reading speed and improved his organisation skills.

    Item Type: Thesis (Diploma thesis)
    Keywords: dyslexia, youngsters with specific learning disabilities, reading, fluency, accuracy, automatisation, reading comprehension, motivation, work strategies for teenager's with dyslexia, reading exercices for youngsters with dyslexia
    Number of Pages: 90
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Marija KavklerMentor
    asist. dr. Milena Košak BabuderComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9686089)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 1593
    Date Deposited: 09 Jul 2013 11:17
    Last Modified: 09 Jul 2013 11:17
    URI: http://pefprints.pef.uni-lj.si/id/eprint/1593

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