期刊名称：ŽIVOT I ŠKOLA, časopis za teoriju i praksu odgoja i obrazovanja
印刷版ISSN：0044-4855
出版年度：2012
卷号：LX
期号：28
页码：45-60
出版社：Faculty of philosophy Osijek, Faculty of education in Osijek 31 000 Osijek, L. Jagera 9
摘要：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.
关键词：evaluation; reading and writing difficulties; dyslexia and dysgraphia; class and subject teachers
