Text comprehension in Czech fourth-grade children with dyslexia

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F17%3A10359077" target="_blank" >RIV/00216208:11410/17:10359077 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.degruyter.com/downloadpdf/j/jolace.2017.5.issue-1/jolace-2017-0001/jolace-2017-0001.pdf" target="_blank" >https://www.degruyter.com/downloadpdf/j/jolace.2017.5.issue-1/jolace-2017-0001/jolace-2017-0001.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1515/jolace-2017-0001" target="_blank" >10.1515/jolace-2017-0001</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Text comprehension in Czech fourth-grade children with dyslexia

Popis výsledku v původním jazyce

In the Czech Republic, the concept of dyslexia is used as a global term for various developmental deficiencies relating to reading skills. The criteria used for dyslexia are not clear and intervention is solely focused on word reading training. Not much is known about the pattern and level of reading comprehension abilities among Czech readers. The study examines reading comprehension and its component skills (decoding and listening comprehension abilities) in 32 Czech fourth-grade children with a formal diagnosis of dyslexia and their classmates (N=126). In decoding tests, the children with dyslexia surprisingly lagged behind most significantly in a task concerning speed and accuracy in context reading. Contrary to expectations, the children with dyslexia also showed inferiority in a listening comprehension task. In reading comprehension measures, in comparison to the typically developing readers, the children with dyslexia achieved the best results in a oral reading comprehension task. The results are discussed with respect to Czech counselling and educational practice and the need for changes in the current support system and terminology is stressed.

Název v anglickém jazyce

Text comprehension in Czech fourth-grade children with dyslexia

Popis výsledku anglicky

In the Czech Republic, the concept of dyslexia is used as a global term for various developmental deficiencies relating to reading skills. The criteria used for dyslexia are not clear and intervention is solely focused on word reading training. Not much is known about the pattern and level of reading comprehension abilities among Czech readers. The study examines reading comprehension and its component skills (decoding and listening comprehension abilities) in 32 Czech fourth-grade children with a formal diagnosis of dyslexia and their classmates (N=126). In decoding tests, the children with dyslexia surprisingly lagged behind most significantly in a task concerning speed and accuracy in context reading. Contrary to expectations, the children with dyslexia also showed inferiority in a listening comprehension task. In reading comprehension measures, in comparison to the typically developing readers, the children with dyslexia achieved the best results in a oral reading comprehension task. The results are discussed with respect to Czech counselling and educational practice and the need for changes in the current support system and terminology is stressed.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA13-20678S" target="_blank" >GA13-20678S: Porozumění čtenému - typický vývoj a jeho rizika</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Language and Cultural Education [online]

ISSN

1339-4584

e-ISSN

—

Svazek periodika

5

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

19

Strana od-do

1-19

Kód UT WoS článku

000401829400001

EID výsledku v databázi Scopus

—