About this paper

Appears in:
Pages: 5072-5079
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.1243

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain

EMOTIONAL AND SOCIAL COMPETENCES AND READING PRACTICE OF POLISH ADOLESCENT STUDENTS WITH DYSLEXIA AND WITHOUT DYSLEXIA

K. Kuracki, A. Dłużniewska

The Maria Grzegorzewska Pedagogical University (POLAND)
Polish research on developmental dyslexia in the last few years primarily focused on the problems of diagnosing dyslexia (Bogdanowicz, 2002; Kaja, 2003; Krasowicz-Kupis, et al. 2009), developing more accurate and reliable diagnostic tools (Bogdanowicz, Kalka, Sajewicz-Radtke Radtke, 2009) and determining effective forms of corrective-compensatory therapy (M. Bogdanowicz, 2008, 2011). Foreign research additionally concerned the social and emotional functioning of a group of students with specific learning disabilities (Paradice, 2001; Burden, 2008; Macdonald, 2009; Terras, Thompson, Minnis, 2009; Tops et al., 2013). Both, in Polish and foreign studies there is a little research in the field of adolescent's with dyslexia reading practice .What is more, reading, it was not analyzed as a possible predictor of resources such as social competences and emotional intelligence. The paper will be present the results of pilot studies on the practice of reading and the psychosocial functioning of Polish adolescents with dyslexia (N = 33) and without dyslexia (N = 33) at the age of 15. The tools used in the research were: Social Competence Questionnaire by Anna Matczak, Emotional Intelligence Questionnaire by N. S. Schutte, J. M. Malouff, L. E. Hall, D.J. Haggerty, J.T. Cooper, Ch.J. Golden, L. Dornheim in polish adaptation of A. Jaworoswki &A. Matczak , and Questionnaire to study reading practice by K. Kuracki. The study was conducted in the correlation schema.Proposed research reports broaden important knowledge about the reading practice and psychosocial functioning of pupils in adolescence with dyslexia and without dyslexia. What's more, they can make a significant contribution to improving model solutions of therapeutic and educational work with students with special educational needs.
@InProceedings{KURACKI2018EMO,
author = {Kuracki, K. and Dłużniewska, A.},
title = {EMOTIONAL AND SOCIAL COMPETENCES AND READING PRACTICE OF POLISH ADOLESCENT STUDENTS WITH DYSLEXIA AND WITHOUT DYSLEXIA},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.1243},
url = {http://dx.doi.org/10.21125/edulearn.2018.1243},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {5072-5079}}
TY - CONF
AU - K. Kuracki AU - A. Dłużniewska
TI - EMOTIONAL AND SOCIAL COMPETENCES AND READING PRACTICE OF POLISH ADOLESCENT STUDENTS WITH DYSLEXIA AND WITHOUT DYSLEXIA
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.1243
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 5072
EP - 5079
ER -
K. Kuracki, A. Dłużniewska (2018) EMOTIONAL AND SOCIAL COMPETENCES AND READING PRACTICE OF POLISH ADOLESCENT STUDENTS WITH DYSLEXIA AND WITHOUT DYSLEXIA, EDULEARN18 Proceedings, pp. 5072-5079.
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