Utjecaj grafičke prilagodbe teksta na čitanje kod učenika s disleksijom

master's thesis

• Title (english): The influence of the graphicaly adjusted text on reading in pupils with dyslexia
• Author: Lucija Horvat
• Mentor: Mirjana Lenček (mentor)
• Committee member: Mirjana Lenček (predsjednik povjerenstva)
• Committee member: Jasmina Ivšac Pavliša (član povjerenstva)
• Committee member: Luka Bonetti (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2018-09-27, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Speech Therapy

Abstract

Disleksija je jedan od najčešćih specifičnih poremećaja učenja. Ulaskom u školski sustav djeca s disleksijom nailaze na prepreke u stjecanju akademskih vještina koje su bitno ispod vještina očekivanih za odreĎenu kronološku dob. Stoga su mnoga istraţivanja posvećena pronalaţenju uzroka oteţanog dekodiranja i tehnikama koje bi osobama s disleksijom olakšale čitanje, razumijevanje i pisanje. Cilj je ovog diplomskog rada bio ispitati u kojoj mjeri grafička prilagodba teksta temeljena na većem fontu slova i većim razmacima izmeĎu slova te drugim poznatim prilagodbama utječe na brzinu čitanja kao aspekt tehnike čitanja te na razumijevanje kod učenika s dijagnosticiranom disleksijom. Istraţivanje je provedeno na dvadesetero djece četvrtih razreda zagrebačkih osnovnih škola, od kojih je 10 učenika s dijagnosticiranom disleksijom, a 10 učenika bez teškoća u čitanju i pisanju. Za potrebe istraţivanja osmišljena su dva jednako zahtjevna narativna teksta, od kojih je jedan bio grafički prilagoĎen. Tekstove su slijedila pitanja kojima se provjerilo razumijevanje pročitanog kod odabranog uzorka ispitanika. Statističkom obradom podataka dobivena je statistički značajna razlika izmeĎu dvije skupine ispitanika u brzini čitanja dva grafički različito oblikovana teksta, ali i u njihovom razumijevanju. Kod skupine djece s disleksijom dobivena je statistički značajna razlika u broju grešaka u čitanju kod dva grafički različito oblikovana teksta, kao i u razumijevanju tekstova. Kod skupine djece bez teškoća čitanja statistički je značajna razlika u razumijevanju dva grafički različito oblikovana teksta. Dobiveni se rezultati u velikoj mjeri poklapaju s rezultatima stranih istraţivanja o grafičkoj prilagodni teksta kod učenika s disleksijom.

Abstract (english)

Dyslexia is one of the most common specific learning disorders. By enrolling into the school system, children with dyslexia encounter obstacles in acquiring academic skills which are essentially bellow skills expected in a particular chronological age. Because of that, many researches are dedicated to finding the cause of difficulties in decoding and techniques which would facilitate reading, understanding and writing of people with dyslexia. The goal of this diploma thesis was to examine the influence of graphical adjustment of the text based on larger font size, wider space between letters and other known adjustment on the speed of reading as the aspect of reading technique and on understanding with students with diagnosed dyslexia. The research was conduced on twenty fourth grade students, ten of which are diagnosed with dyslexia, and the others without reading and writing difficulties. For the purpose of the research two equally difficult narrative texts were designed, one of which was graphically adjusted. The questions following texts tested the understanding of previously read in the selected sample. Data analysis revealed statistically significant difference between the two groups of data subjects in the speed of reading of the two differently graphically adjusted texts, but also in their understanding. Concerning the group of children with diagnosed dyslexia, analysis showed statistically significant difference in the number of reading mistakes with two differently graphically adjusted texts, as in their understanding. Concerning the children without reading difficulties, analysis showed statistically significant difference in understanding of two differently graphically adjusted texts. The results of this research coincide to a large extent with foreign research concerning graphical adjustment of text.

• Keywords: brzina čitanja; disleksija; grafička prilagodba teksta; greške u čitanju; razumijevanje pročitanog
• Keywords (english): the speed of reading; dyslexia; graphical adjustment of text; reading mistakes; reading comprehension
• Language: croatian
• URN:NBN: urn:nbn:hr:158:175799
• Study programme: Title: Speech and Language Pathology; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra logopedije (magistar/magistra logopedije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2018-10-30 12:31:35