RELATIONSHIP BETWEEN ELEMENTS OF READING LITERACY IN STUDENTS WITH LEARNING DIFFICULTIES

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...

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Autores principales:	Hodej Lara, Košak Babuder Milena
Formato:	article
Lenguaje:	EN
Publicado:	CEOs Ltd. 2021
Materias:	learning difficulties reading anxiety reading comprehension reading fluency Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/12ec6be556404fd085c475d2aa38b195
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spelling	oai:doaj.org-article:12ec6be556404fd085c475d2aa38b1952021-11-22T17:29:06ZRELATIONSHIP BETWEEN ELEMENTS OF READING LITERACY IN STUDENTS WITH LEARNING DIFFICULTIES 10.5281/zenodo.57186041855-0541https://doaj.org/article/12ec6be556404fd085c475d2aa38b1952021-12-01T00:00:00Zhttp://www.iiass.com/index.php?option=com_content&view=article&id=1172https://doaj.org/toc/1855-0541The 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.Hodej LaraKošak Babuder MilenaCEOs Ltd.articlelearning difficultiesreading anxietyreading comprehensionreading fluencySocial sciences (General)H1-99ENInnovative Issues and Approaches in Social Sciences (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	learning difficulties reading anxiety reading comprehension reading fluency Social sciences (General) H1-99
spellingShingle	learning difficulties reading anxiety reading comprehension reading fluency Social sciences (General) H1-99 Hodej Lara Košak Babuder Milena RELATIONSHIP BETWEEN ELEMENTS OF READING LITERACY IN STUDENTS WITH LEARNING DIFFICULTIES
description	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.
format	article
author	Hodej Lara Košak Babuder Milena
author_facet	Hodej Lara Košak Babuder Milena
author_sort	Hodej Lara
title	RELATIONSHIP BETWEEN ELEMENTS OF READING LITERACY IN STUDENTS WITH LEARNING DIFFICULTIES
title_short	RELATIONSHIP BETWEEN ELEMENTS OF READING LITERACY IN STUDENTS WITH LEARNING DIFFICULTIES
title_full	RELATIONSHIP BETWEEN ELEMENTS OF READING LITERACY IN STUDENTS WITH LEARNING DIFFICULTIES
title_fullStr	RELATIONSHIP BETWEEN ELEMENTS OF READING LITERACY IN STUDENTS WITH LEARNING DIFFICULTIES
title_full_unstemmed	RELATIONSHIP BETWEEN ELEMENTS OF READING LITERACY IN STUDENTS WITH LEARNING DIFFICULTIES
title_sort	relationship between elements of reading literacy in students with learning difficulties
publisher	CEOs Ltd.
publishDate	2021
url	https://doaj.org/article/12ec6be556404fd085c475d2aa38b195
work_keys_str_mv	AT hodejlara relationshipbetweenelementsofreadingliteracyinstudentswithlearningdifficulties AT kosakbabudermilena relationshipbetweenelementsofreadingliteracyinstudentswithlearningdifficulties
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RELATIONSHIP BETWEEN ELEMENTS OF READING LITERACY IN STUDENTS WITH LEARNING DIFFICULTIES

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