TY - JOUR
TI - Academic self-concept, reading attitudes and approaches to learning of children with dyslexia: Do they differ from their peers?
AU - Polychroni, F.
AU - Koukoura, K.
AU - Anagnostou, I.
JO - European Journal of Special Needs Education
PY - 2006
VL - 21
TODO - 4
SP - 415-430
PB - 
SN - 0885-6257, 1469-591X
TODO - 10.1080/08856250600956311
TODO - analysis of variance;  article;  clinical article;  controlled study;  correlation coefficient;  dyslexia;  factorial analysis;  female;  human;  learning;  male;  motivation;  peer pressure;  primary school;  priority journal;  reading;  school child;  self concept;  self report;  student attitude;  task performance
TODO - This research aimed at exploring the motivation for reading of pupils with dyslexia, and to investigate whether they differ from their peers. A total of 32 pupils formed the LD group (22 boys and 10 girls, 5th- and 6th-graders) who were diagnosed with dyslexia. A comparison group was formed of pupils who attended the same classes (N = 210), and these were divided into two groups (average/low performance, N = 115; high performance, N = 95), according to teachers' ratings of pupils' performance on reading. Self-report measures were used to assess perceptions of academic ability, reading attitudes and approaches to learning. The results revealed that dyslexic pupils displayed lower academic self-concept than the low/average and high performance groups on all domains, except Practical ability. Moreover, dyslexic pupils perceived reading less as a function of personal development, both enjoyment and utilitarian, as compared to their peers. Finally, the dyslexic group adopted the surface approach to learning, indicating an external motive, similarly to the average/low group, and adopted the deep approach to learning less as compared to their high achieving peers. The implications of these findings are discussed at pupil, teacher and classroom level.
ER -