Dyslexia is a lifelong reading and writing disability that interferes with learning and automating literacy skills. Difficulties occur in the area of cognitive functions, such as phonological and visual processing of information, perception, speed of execution and processing of information, and executive functions, such as organizing tasks and time, planning, performing tasks, diverting attention to tasks, working memory, etc. With appropriate teaching methods and supportive training, we are able to help these students overcome their cognitive deficits and develop the area of executive functions.
This master thesis presents theoretical facts about dyslexia, verbal working memory, reading-to learn strategies, and research findings on the effectiveness of training in working memory and reading-to learn strategies. The empirical section is based on a case study of training in verbal working memory and reading-to learn strategies for a fifth- grade pupil with dyslexia who, because of his learning difficulties, was enrolled in an educational programme with adapted implementation and additional professional support. He receives 3 hours of additional professional support per week from a special education teacher.
We have used the following tests to diagnose learning disabilities in pupils. Diagnostic Test of Reading and Writing Disorders (Šali, 1975), ACADIA Test of developmental abilities (Atkinson idr., 1972, v Novosel, 1989), RAN Rapid automatized naming test (Dencla in Rudel, 1976), SNAP Special needs assessment profile (Weedon in Reid, 2010), Reading comprehension test (Elley idr., 1995), Sentence Repetition Test (Grobler, 2005), and a self-assessment questionnaire developed specifically for this thesis to assess the effectiveness of verbal working memory training and reading-to learn strategies. In addition to the aforementioned tests, we also interviewed the pupil’s mother, his teacher, and his special education teacher and observed him performing various learning tasks.
The main goal of this master thesis was to find out if we can improve the specific cognitive skills and the use of reading-to learn strategies in fifth graders with dyslexia by providing training of verbal working memory and reading-to learn strategies. After comparing the pre-test and post-test results, we can see that the training had a positive effect on the pupil’s comprehension and use of reading-to learn strategies, as well as on their specific cognitive skills. If we are familiar with the problems of verbal working memory and the difficulties in using strategies to learn to read, we will be able to plan more complex help for pupils with dyslexia more easily and better in the future.
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