Social aspects of dyslexia: A case of transparent orthography

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12510%2F16%3A43890793" target="_blank" >RIV/60076658:12510/16:43890793 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/60076658:12410/16:43890793

Výsledek na webu

—

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

Social aspects of dyslexia: A case of transparent orthography

Popis výsledku v původním jazyce

Aim. To examine how dyslexia affects perception of academic performance in elementary school pupils and how it affects their sociometric position in the classroom. Method. Participants consisted of more than 200 pupils from Grade 3 to 7 from five elementary schools in the Czech Republic (of whom 89 pupils had been diagnosed with dyslexia). Variables: reading test, IQ (Raven), phonological awareness test, morphological awareness test, Student's Perception of Ability Scale, L-J sociometric test, Locus of Control Test. Results. The total score in self-esteem (SPAS) in dyslexics was lower than in controls. Dyslexics with higher intellectual performance achieved higher scores in self-esteem. Differences between dyslexics and controls were insignificant in the areas of mathematics and self-confidence. Morphological awareness had a greater impact on academic self-concept in dyslexics than phonological awareness. This finding may be specific to the Czech language environment which places moderate phonological but significantly higher morphological demands on the reader. Thus, reading level and spelling tend to be determined by morphological awareness. Like tended to increase with reading performance across the entire sample of participants. In the Locus of Control Test, we found an insignificant difference in the index of internality between both groups. The result showed that dyslexics were developing in a desired direction towards self-regulation and did not perceive themselves as victims of fate. Conclusion. Dyslexia affects self-concept, especially its academic component, and the sociometric status of the student. Care for dyslexics must therefore be geared towards their own disorder and socialisation. Dyslexia does not probably constitute a serious risk to socialisation. Dyslexia becomes a risk if combined with other less favourable circumstances, e.g. inappropriate attitudes of teachers, classmates, or family dysfunction.

Název v anglickém jazyce

Social aspects of dyslexia: A case of transparent orthography

Popis výsledku anglicky

Aim. To examine how dyslexia affects perception of academic performance in elementary school pupils and how it affects their sociometric position in the classroom. Method. Participants consisted of more than 200 pupils from Grade 3 to 7 from five elementary schools in the Czech Republic (of whom 89 pupils had been diagnosed with dyslexia). Variables: reading test, IQ (Raven), phonological awareness test, morphological awareness test, Student's Perception of Ability Scale, L-J sociometric test, Locus of Control Test. Results. The total score in self-esteem (SPAS) in dyslexics was lower than in controls. Dyslexics with higher intellectual performance achieved higher scores in self-esteem. Differences between dyslexics and controls were insignificant in the areas of mathematics and self-confidence. Morphological awareness had a greater impact on academic self-concept in dyslexics than phonological awareness. This finding may be specific to the Czech language environment which places moderate phonological but significantly higher morphological demands on the reader. Thus, reading level and spelling tend to be determined by morphological awareness. Like tended to increase with reading performance across the entire sample of participants. In the Locus of Control Test, we found an insignificant difference in the index of internality between both groups. The result showed that dyslexics were developing in a desired direction towards self-regulation and did not perceive themselves as victims of fate. Conclusion. Dyslexia affects self-concept, especially its academic component, and the sociometric status of the student. Care for dyslexics must therefore be geared towards their own disorder and socialisation. Dyslexia does not probably constitute a serious risk to socialisation. Dyslexia becomes a risk if combined with other less favourable circumstances, e.g. inappropriate attitudes of teachers, classmates, or family dysfunction.

Druh

C - Kapitola v odborné knize

CEP obor

AN - Psychologie

OECD FORD obor

—

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2016

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

Dyslexia - Perspectives, Challenges and Treatment Options

ISBN

978-1-63485-328-6

Počet stran výsledku

32

Strana od-do

11-42

Počet stran knihy

253

Název nakladatele

Nova Science Publishers, Inc.

Místo vydání

New York

Kód UT WoS kapitoly

—