Original scientific paper
Evaluation of Children with Reading and Writing Difficulties: Do we Evaluate Knowledge or Abilities?
Vesna Buljubašić-Kuzmanović
; Filozofski fakultet, Osijek, Hrvatska
Maja Kelić
; Poliklinika za rehabilitaciju slušanja i govora SUVAG, Zagreb, Hrvatska
Abstract
The aim of this study was to obtain a speech therapist’s evaluation of the
most common reading and writing difficulties of dyslexic and dysgraphic children
(N=7) in one primary school, and to examine the extent to which their class and subject
teachers (N=9) follow general pedagogical principles and assessment criteria.
Research results on individual and group level have shown that the most common
reading and writing difficulties are related to the substitution of graphically similar
letters (b-d, b-p, m-n, n-u. a-e, s-z, š-ž), syllables (on-no, ej-je, mi-im) and connecting
sounds and syllables into words. The interviewed teachers generally follow pedagogical
principles, guidelines and assessment criteria. They place emphasis on learning
outcomes and the learning process instead on abilities, or difficulties caused by disorders.
Class teachers place greatest emphasis on class atmosphere (AS=4) whereas
subject teachers value clear goals and expectations the most (AS=3,75).
The result analysis has revealed that personal and social development of tested students
needs to be encouraged more, that continuous learning of social skills needs to
be enabled and various types of monitoring, evaluation and assessment applied, because
these are the least favourably assessed categories by the respondents.
Keywords
evaluation; reading and writing difficulties; dyslexia and dysgraphia; class and subject teachers
Hrčak ID:
95242
URI
Publication date:
17.12.2012.
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