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RELATIONSHIP BETWEEN ELEMENTS OF READING LITERACY IN STUDENTS WITH LEARNING DIFFICULTIES Print E-mail

Lara Hodej, Milena Košak Babuder

Abstract

The ultimate criterion of reading literacy is reading comprehension. In order for the reader to comprehend what he or she is reading, the reader must have a positive attitude toward reading. The reader must understand the content of the text and the reading process itself. Reading technique must be automated, and the reader must understand and use various reading strategies. In this paper, we present the relationship between reading fluency, reading anxiety, reading comprehension, and reading learning strategies before and after the implementation of the metacognitive reading strategies instructional program. The program involved 9 students with learning difficulties from 5th grade elementary school. We find a statistically significant negative correlation between reading fluency and reading comprehension before the implementation of the program. There is also a tendency for positive correlation between knowledge of metacognitive reading strategies and reading comprehension, but due to the insufficient number of students involved, we were unable to prove statistical significance. The correlations of other elements of reading literacy differ from what would be expected based on the results of previous research with neurotypical students, so we emphasize the importance of reading literacy research with students with learning difficulties.

Keywords: learning difficulties, reading anxiety, reading comprehension, reading fluency, reading learning strategies.

[1] Lara Hodej, MSc. is a special education teacher at Health Center Trbovlje, Centre for Child and Adolescent Mental Health. Contact: This e-mail address is being protected from spambots. You need JavaScript enabled to view it
[2] Milena Košak Babuder, PhD. is an Assistant Professor at the Faculty of Education, Departmen of Special and Rehabilitation Pedagogy at University of Ljubljana. Contact: This e-mail address is being protected from spambots. You need JavaScript enabled to view it

Cite this article:
Hodej Lara, Košak Babuder Milena. RELATIONSHIP BETWEEN ELEMENTS OF READING LITERACY IN STUDENTS WITH LEARNING DIFFICULTIES. Innovative Issues and Approaches in Social Sciences, vol., no.:412-427,

Digital Object Identifier(DOI): https://doi.org/10.5281/zenodo.5718604
View full text in pdf: http://www.iiass.com/pdf/IIASS-2021-no-art23.pdf

 

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