Abstract:

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.

Keywords:

Emotional and social competences, reading practice, students with dyslexia, adolescence.