Identfication and diagnostic evaluation of students with specific reading and writing difficulties in primary schools in Slovenia

Anja Štrekelj (2014) Identfication and diagnostic evaluation of students with specific reading and writing difficulties in primary schools in Slovenia. Diploma thesis.

Preview

PDF Download (5Mb)

Abstract

The present thesis treats the identification and diagnostic evaluation of pupils with specific reading and writing difficulties in primary schools in Slovenia. In the theoretical part we show the interaction between speech development and the child’s ability to read and write. We describe pre-reading skills, which are essential for the proper development of reading and writing. We underline the importance of listening perception or phonological awareness as an internal factor in the development of pre-reading abilities. We present the development of reading, the development of literacy and the development of writing, and we identfy the specific reading and writing difficulties. We show the divisions of specific reading and writing difficulties, and their characteristics and frequency in primary schools. The theoretical research presents the individual screening and diagnostic tests, which are used in the Slovenian region and abroad (Italy, Canada, England). The research work focuses on the adequacy and tempestivity of the screening and diagnostic tests for the identification and diagnostic evaluation of pupils with difficulties in primary schools in Slovenia. In the empirical part we answer the research questions and verify theoretical hypotheses. We present the professional profiles responsible for the identification and diagnostic assessment of pupils with difficulties, and we also present the forms of aid used. We examine possible differences between the major (over 350 pupils) and small schools (under 350 pupils) throughout the process of identification and diagnostic assessment of pupils with difficulties in primary schools in Slovenia. We show the level of satisfaction in elementary schools with an existing model of identification and diagnostic assessment of pupils with specific difficulties, and we suggest guidelines for the identification of better quality and diagnostic assessment of those pupils. The data we obtained demonstrate the specific areas in the process of identification and diagnostic assessment of pupils with specific difficulties, which could be improved to make the process itself more efficient and meet the needs of pupils of primary schools in Slovenia.

Actions (login required)