engleski

Children with language and/or speech disorder and reading comprehension in EFL

A teacher who at least once had a pupil with speech and/or language disorder such as: dyslexia, dysgraphia, dsycalculia etc. in his/her class is aware of the fact that it is a demanding, responsible and very difficult job, especially when teaching foreign language. It is very important that such teachers are aware of their pupil's situation and diagnosis. A teacher has to educate him/herself about the disorder in order to help his/her learner in the right way. Parents are there to help teachers so good communication between them is of great importance. It is very important to notice the symptoms on time and go to logopedic therapies so that they can determine if the child can attend regular school or special school for children with speech and/or language disorders. The biggest challenge both for the teachers and learners is reading comprehension. It is very difficult and complicated for someone who has dyslexia or dysgraphia to read a text correctly some text and stay focused in order to solve tasks depending on the specific text. This graduation thesis investigates whether succesful adjustments result with succesfully solving reading comprehension tasks. The research was conducted in the Primary school of the SUVAG Polyclinic in Zagreb and participants were seventh graders. They wrote the test twice, the first time with no adjustments and the second time with graphical adjustments of the text and tasks. As expected, the the results were much better after the adjustments had been made.

speech and/or language disorders, graphical adjustments, reading comprehension

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