Browsing by Author "Kaarto, Samu"

Proficient reading and writing skills are one of the main goals of education in school because these skills are the base for other skills taught in school. Dyslexia complicates the process of learning to read and it affects majorly the success of students in school. However, there is no consensus in the scientific community of the reasons and factors influencing the outbreak of dyslexia. Poor performances in reading and writing influence the self-efficacy of the student as well. The concept of self-efficacy means person’s belief of his or her ability to perform tasks required. According to Albert Bandura, the creator of the concept of self-efficacy, experienced self-efficacy affects the choices, motivations and performances of an individual. The purpose of this study is to investigate the correlations between self-efficacy and dyslexia and for example research, how dyslexia affects self-efficacy of an individual. The study used the method of systematic literary review. Through the systematic literary review seven studies were found, which discuss the problems in reading and writing and the influence of these difficulties on self-efficacy. The results of this literary review were that on average dyslexic students had for example poorer self-efficacies in reading and writing. The reasons for the lack of self-efficacy were the experiences of failures and the environment’s negative attitudes towards dyslexic people. The lack of self-efficacy in self-regulated learning was discovered to undermine the academic success. Nevertheless, based on the studies the dyslexic students had a tendency to overestimate their capabilities in reading and writing. It is believed that the reason for this tendency is the more slowly developing metacognitive skills in reading and writing. The tendency of the students to overestimate their capabilities, can make the students to underestimate the effort and time needed for studying. Therefore the student will also use less time for the schoolwork and because of that the student’s performance will not reach the full potential. That is why it is important to teach metacognitive skills to dyslexic students and to make sure that their self-efficacy will develop properly.