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• W2212186728 abstract "Reading is an activity that accompanies us throughout life and affects the individual all-round development. The basic dimensions of the reading process are word recognition (decoding), reading fluency and reading comprehension. Students with reading difficulties need more practice to acquire these skills. This is a challenging task for them, as their motivation for reading is lower due to their problems with reading. The most common cause of long-term reading difficulties is dyslexia, however they may also be the result of interference and attention-deficit/hyperactivity disorder (ADHD – Attention Deficit Hyperactivity Disorder) or a combination of dyslexia and attention-deficit/hyperactivity disorder. It is important to promote reading and reading motivation to improve reading. This can be achieved with planned, organized and systematic peer support. The theoretical part of the master thesis presents reading difficulties, their causes and strategies for development of reading fluency, reading comprehension and reading motivation. Peer assistance is presented as a way to improve reading. The objectives of the empirical part have been to complete and carry out an existing peer assistance programme »Bereva skupaj« (»Let’s read together«), to establish training for students who will be then trained to provide peer assistance in reading, and to determine what impact the peer assistance programme »Bereva skupaj« has on reading fluency, reading comprehension and reading motivation of students with difficulties in reading because of dyslexia and / or ADHD disorders. The results of the implemented peer assistance programme »Bereva skupaj« whose aim is to improve reading fluency, reading comprehension and reading motivation of the students with reading difficulties are presented. The peer assistance programme »Bereva skupaj« was carried out for six months, once a week. Before the implementation of the programme the students who offered the help in reading attended the training, in which they were presented with strategies of reading comprehension and strategies for reading in pairs. We have also taught them how to give feedback and praise to the students, where to begin and end their meetings. On the completion of training we launched the program »Bereva skupaj«. Meetings were held in pairs, once a week for one school lesson. A pair consisted of a student who provides assistance and a student who receives assistance. The study included five students aged between 8 and 9 years who have difficulties in reading as a result of dyslexia and / or ADHD disorders. Their progress was checked with two subtests – Words 1 and Words 2 – Assessment of reading and writing disorders, a one-minute test of reading aloud and a Reading motivation questionnaire for younger students. Four different questionnaires were made for the purpose of the survey to help us gain the opinions of parents, teachers and students involved in the programme on the effectiveness of the assistance. By comparing the results obtained at the initial and final testing we found out the students’ progress in the area of reading fluency, reading comprehension and reading motivation.Planning and implementation of peer assistance in reading, and preparation of training and materials for students providing assistance encourages special educational professionals to take different approach to improve reading and thus to an inclusive orientation by taking into consideration a diversity of students and offering them assistance in the environment where they are not exposed too much." @default.
• W2212186728 created "2016-06-24" @default.
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• W2212186728 date "2015-01-01" @default.
• W2212186728 modified "2023-09-27" @default.
• W2212186728 title "Influence of cross – age peer tutoring on reading and reading motivation" @default.
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