Browsing by Subject "dyslexia"
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(2016)The purpose of this study was to find out what kind of means do preschool teachers have for identifying dyslexia and how they evaluate these means. Earlier research has proven that dyslexia can be identified before school-age. An abnormal linguistic development, a deficiency in phonological skills, slowness in naming and especially having challenges in learning the alphabet are all possible signs of dyslexia. I find this topic to be worthy of studying because preschool and the fall of 1st grade are crucial periods in which a child’s self-image as a learner is built. Identifying dyslexia in preschool enables an early intervention and the successful construction of a capable learner self-image. The study was carried out with a qualitative research method and material was gathered using a theme interview. The material was gathered during October and November 2016 interviewing five preschool teachers who had experience of working in preschools in Helsinki. The material was transcribed and separated into groups by themes which demonstrated themes used in the research questions. The material was analyzed using a theory based content analysis method. According to the results of the study preschool teachers used observation, tests, professional and occupational co-operation and co-operation with parents, as ways of identifying the dyslexia. Nevertheless all means were considered to reinforce one another The most useful and easier to use way proved to be observation and specified tests. The availability of useful means were considered to vary depending on the activity of the teacher. Teachers wished to receive more information on tests to survey the matter within preschoolers. As a conclusion it can be stated that preschool teachers use diverse ways of identifying dyslexia. Specific tests applicable for preschoolers for surveying the skills used in reading and the preparedness for it, are needed and asked for. Because the study was carried out in only one county, the results can not be transferred to others. Counties have their own ways of identifying dyslexia and deciding on the proper assistance needed around the matter. The results of this study could be utilized for improving and developing ways or means of identifying dyslexia.
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(2017)Many studies have shown that motivation is connected to learning and problems that occur with learning. Especially in the complex process of learning to read and write, motivation is an important factor. The goal of this study was to look into the relations between students’ goal orientations and problems with reading. In this study I examine what kind of goal orientations do students with reading problems have compared with students who have average skills in reading. The goal is to look for and explain prospective differences in goal orientations and the causes affecting them. The study used the method of systematic literature review. Through the review, eight studies were found as the research material. The studies discussed motivation from the viewpoint of goal orientations and dyslexia or the risk of having problems in reading. Based on the results of this study, it seems that there are connections between problems with reading and goal orientations. Students who had problems with reading were less task-oriented and more performance-oriented than other students. These students were less interested in learning new things and completing tasks, more socially dependent in learning situations and showed more task-avoidant behaviour. Most of the studies showed that motivation and reading problems formed a reciprocal relationship that caused a negative cycle for learning to students who had problems with reading. Students’ goal orientations also seemed to be quite stable during the school years. Motivation and goal orientations have a significant role in learning to read especially when a child faces challenges in learning. Based on the results of this study it is important to pay more attention to the development of students’ goal orientations already in the early years. More research should also be focused on how the teacher can affect students’ motivation in the classroom.
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