Supervisors info:
Αντωνίου Φαίη, Αναπληρώτρια Καθηγήτρια, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, Ε.Κ.Π.Α.
Γαλάνης Πέτρος, PhD, ΕΔΙΠ Ειδικής Αγωγής, Παιδαγωγικό Τμήμα Δευτεροβάθμιας
Εκπαίδευσης, Ε.Κ.Π.Α.
Ασβεστάς Αναστάσιος, Συντονιστής Εκπαιδευτικού Έργου, 3ο ΠΕ.Κ.Ε.Σ. Αττικής,
Ε.Κ.Π.Α
Summary:
The aim of the Dissertation was to study problems in reading fluency and to link them with various aspects of psychosocial competence (self-esteem, social competence, emotional competence, behavior problems, school competence) of 5th and 6th grade students.
and to link them to various school, individual and social aspects of the lives of the fifth and sixth grade students. Specifically, the research investigated whether students' deficits affect their self-esteem, to what extent difficulties in reading fluency affect their psychosocial adjustment, to what extent students' reading achievement is related to their school competence, and how reading progress is related to students' emotional competence. To fulfill the research objectives and answer the research questions, a quantitative survey was conducted using a structured questionnaire on 146 students in the 5th and 6th grade. The Psychosocial Adjustment Test for Preschool and School Age Children and the Test of Silent Contextual Reading Fluency were used as research instruments. The study revealed some statistically significant differences between the variables under consideration but also some non-statistically significant differences. In particular, no statistically significant relationship was found between the different levels of students' self-esteem, social competence, emotional and school competence and behavioural problems. Regarding the statistically significant differences found, the first one concerns the relationship between reading achievement and school competence. Specifically, the independent variable, defined as reading achievement, significantly contributes to the prediction of the dependent variable representing students' school proficiency. Also, in the context of this study, the independent variable, defined as reading achievement, contributes significantly to predicting the dependent variable representing students' behavioral problems. These behavioral problems are most often associated with students' low self-esteem. Through the findings of this study, the need to create an inclusive environment that accepts different learning styles and abilities emerged. Furthermore, the research highlighted the link between reading fluency and social competence of students. Finally, through statistical analysis, a statistically significant relationship was found between reading fluency and different variables related to students' status.
Keywords:
dyslexia, primary school, self-esteem, social competence
