Academic Self-Concept, Reading Attitudes and Approaches to Learning of Children with Dyslexia: Do They Differ from Their Peers?

Autor/inn/en	Polychroni, Fotini; Koukoura, Kalliopi; Anagnostou, Ioanna
Titel	Academic Self-Concept, Reading Attitudes and Approaches to Learning of Children with Dyslexia: Do They Differ from Their Peers?
Quelle	In: European Journal of Special Needs Education, 21 (2006) 4, S.415-430 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Self Concept; Reading Attitudes; Dyslexia; Reading Achievement; Grade 5; Grade 6; Comparative Analysis; Academic Ability; Peer Groups; Likert Scales; Special Schools; Learning Disabilities; Gender Differences; Educational Resources; Learning Strategies; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Selbstkonzept; Reading behavior; Rading behaviour; Leseverhalten; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Leseleistung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Gleichaltrigengruppe; Peer Group; Likert-Skala; Special school; Sonderschule; Learning handicap; Lernbehinderung; Geschlechterkonflikt; Bildungsmittel; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Griechenland
Abstract	This research aimed at exploring the motivation for reading of pupils with dyslexia, and to investigate whether they differ from their peers. A total of 32 pupils formed the LD group (22 boys and 10 girls, 5th- and 6th-graders) who were diagnosed with dyslexia. A comparison group was formed of pupils who attended the same classes (N = 210), and these were divided into two groups (average/low performance, N = 115; high performance, N = 95), according to teachers' ratings of pupils' performance on reading. Self-report measures were used to assess perceptions of academic ability, reading attitudes and approaches to learning. The results revealed that dyslexic pupils displayed lower academic self-concept than the low/average and high performance groups on all domains, except Practical ability. Moreover, dyslexic pupils perceived reading less as a function of personal development, both enjoyment and utilitarian, as compared to their peers. Finally, the dyslexic group adopted the surface approach to learning, indicating an external motive, similarly to the average/low group, and adopted the deep approach to learning less as compared to their high achieving peers. The implications of these findings are discussed at pupil, teacher and classroom level. (Contains 5 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10