Numerous studies confirm that reading performance is associated with reading motivation since good readers read more often which leads to an improvement of reading techniques, experiencing success in reading, and consequently a high reading motivation. Children with reading problems feel resistance towards reading because it represents a difficult and unpleasant task for them. As they are not successful their reading motivation is low. Besides early and effective help programme, students with reading and writing problems also need assistance at developing and encouraging their reading motivation in order to improve their reading technique. Therefore, in our research we have focused on reading motivational activities of students with reading and writing problems and their peers in the third, fourth and fifth grades of Slovene primary schools.
Differences have been found by the use of multivariate analysis on the basis of latent dimensions. Furthermore, we have researched by means of discriminant analysis in which variables the two groups of students differ the most.
Analysis of equality of arithmetic mean shows that students with reading and writing difficulties perceive reading as a severe activity. Also, the results show that students with reading and writing difficulties are less interested in reading and writing activities. They feel similarly competent in reading aloud than their peers. The results of discriminant analysis show that the group of students differ the most in detection and identification of reading as a severe activity.
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