In Slovenia, help for children with learning difficulties is provided with a five-step model. Help with each level is becoming more specific and intense and is provided by different professionals – a teacher, a counselor, or special educator. It is important to take into account the gradual help because it can mitigate the problems of the child, even before you turn the adapted program with additional professional support (Magajna et al., 2008).
The most commonly present specific learning difficulty is dyslexia (Magajna et al., 2008). Despite increased awareness about children with dyslexia they do not always receive adequate and timely assistance.
The theoretical framework of the thesis first defines inclusion, which is the basis for the implementation of the five-step model and detailing each step. Further, there is the definition of specific learning difficulties and dyslexia. It describes the causes of dyslexia, its characteristics and support strategies. The theoretical part also specifies the phonological awareness, which is the main predictor of difficulties in reading and writing, and the gradual development of phonological abilities. Phonological awareness can be taught by various exercises, while it is reasonable to take into account the learning style of the individual. Thus, we achieve greater learning effectiveness (Reid, 2002).
The purpose of the study was to determine whether the appropriate training can improve the reading and writing of a pupil with dyslexia. We also and will, on completion of the training worked fewer mistakes in reading and writing.
The case study is presented accurately estimate functioning, which also includes the dominant learning style. The assessment is made on the basis of the test of difficulties in reading and writing, an one-minute reading test, non-words (part of the SNAP program), the test of voice omission (part of the test of phonological awareness) and other non-standardized tests. The pupil's difficulties in reading and writing are severe, so the training was focused on the training of phonological skills as a key in learning to read and write.
Training was prepared to improve the skills of reading and writing with emphasis on phonological awareness. Tasks have been selected on the basis of pupil's disability, his strengths, interests and dominant learning style.
The positive impact of the training has been shown both in reading and writing. This is due to several factors - properly prepared tasks, considering his learning style, interest and his desire for success.
The pupil was in spite of the help on all three steps of the five-step model, due to the severity of problems later directed into the program with extra professional support. Difficulties in phonological abilities were still present after re-testing at the end of 9th grade. Phonologic deficit is persistent in people with dyslexia.
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