Reading accompanies us throughout the whole life, from the early childhood we encounter different forms of reading. It becomes essential in Primary school education. Students are dealing with different written data, either from books, workbooks or internet. In order to reuse this data, students have to understand what they are reading. Successful students are those, who can read fluently, fast enough, understand the read data and can reuse this knowledge. Students, who are not able to achieve all that, usually have difficulties and are less successful. Among these are students with special needs, who attend regular schools with additional support for students with special needs and basic schools for children with special needs.
The purpose of this Diploma paper is to establish the level of reading comprehension of students, who attend 8th grade of two different school programmes, and make comparison among their reading comprehension. We carried out the reading comprehension test, which had two texts (an art text and a journalistic text). The aim of this test was to establish the level of students’ reading comprehension and to compare students from two different school programmes. Texts varied in length (texts were shorter for students from basic schools for children with special needs), but the questions and tasks were set similarly and had different levels of difficulty. We expected that students with special needs, who attend regular schools with additional support, would achieve better results than students, who attend basic schools for children with special needs. We also expected that the latter students would not achieve the highest level of reading comprehension. The results have shown that the students with special needs from regular schools achieved better results only on the first level of reading comprehension, while there was no difference among two groups on the highest level of reading comprehension.
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