According to the Slovenian curriculum (2018), one of the main objectives of the Slovenian language classes is to develop communicative competence. This also includes developing reading competence as one of the four communicative activities and one of the key competence for lifelong learning. This master thesis deals with the reading of a sixth-grade student with hyperkinetic disorder who has some deficits in specific areas of learning.
Reading in the context of communicative activities, reading literacy, motivation for reading, reading strategies and techniques to improve reading were presented in the theoretical part of the thesis along with hyperkinetic disorder and learning deficits associated with it.
Considering that despite his average or above-average intellectual abilities the student has been experiencing significant reading difficulties, we carried out the so-called action research and realised that he has had difficulties both with reading technique and understanding of unknown words as well as reading comprehension in general and motivation, which resulted in his negative attitude towards reading. In addition, we also tested if a claim made by several authors that short reading sessions on a daily basis lead to the improvement of reading technique is also true for a child with hyperkinetic disorder and reading difficulties. A 25-day reading training was carried out to make the student more familiar with reading. After this period, his reading technique and comprehension improved as well as his motivation to read. This reading training could also be used for other children with similar difficulties; however, with some necessary adaptation to tailor it to their specific needs.
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