Preliminary communication
https://doi.org/10.32903/p.8.1.2
INDIVIDUALISED INSTRUCTION AND SUPPORT STRATEGIES IN DEVELOPING SCIENTIFIC COMPETENCE IN FIFTH-GRADE STUDENTS WITH DYSLEXIA
Ozrenka Meštrović
orcid.org/0009-0005-0150-2429
; Primary School “A. G. Matoš” Vinkovci
Abstract
Developing scientific competence—which includes understanding concepts, scientific thinking, and problem-solving—is essential for all students, including those with dyslexia. To enable them to successfully achieve curriculum outcomes, targeted support strategies are applied in teaching. The aim of this research was to examine how the application of the same basic support strategies, individualised through ongoing teacher reflection, influences the development of knowledge and scientific skills in students with dyslexia. The study included four students with varying degrees of dyslexia. Three written assessments were conducted, and the results were analysed intra-individually (tracking each student’s scientific competence development over the year) and inter-individually (comparing students’ knowledge and skills to assess how the degree of dyslexia and corresponding adaptations of support strategies affect success in different types of tasks). Descriptive statistical analysis was applied, with the results presented graphically. The results show that all students, despite varying degrees of dyslexia, developed a certain level of scientific competence when individualised support strategies were applied. Students with milder difficulties were more successful and consistent, while those with more pronounced difficulties showed greater fluctuations and required more intensive support. Systematic and reflective implementation of support strategies can enable students with dyslexia to make progress in knowledge and skills, tailored to their individual needs and the Science curriculum.
Keywords
students with learning difficulties; inclusive education; scientific literacy; reflective practice
Hrčak ID:
345594
URI
Publication date:
20.12.2024.
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