Τα αναγνωστικά κίνητρα και οι στρατηγικές κατανόησης μαθητών Ε΄ και ΣΤ΄ τάξης Δημοτικού με και χωρίς μαθησιακές δυσκολίες

Περίληψη

The aim of the present study was to examine the reading motivation and comprehension strategies of students with learning disabilities and to compare them with those of students with no diagnosis. Two hundred and fifty one Grade 5 and 6 primary school students attending school in Athens participated in the study. Reading motivation and comprehension strategies questionnaires and a task of reading comprehension were administered to the participants. Groups were formed, based on the assessment of learning disabilities, teachers’ rating of learning disabilities and students’ comprehension performance. The results showed that children with learning disabilities reported lower reading efficacy, reading involvement and work avoidance as compared to their peers with no diagnosis. In contrast, no differences were found between the groups in terms of comprehension strategies.