The Croatian Language and Mathematics Performance in Students with Dyslexia

Lakuš, Maja and Erdeljac, Vlasta. (2012). The Croatian Language and Mathematics Performance in Students with Dyslexia. Govor : časopis za fonetiku, 29(2). pp. 97-119. ISSN 0352-7565

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Abstract

Dyslexia is one of the specific learning impairments, which occurs in reading and writing. These difficulties are manifested in language deficiencies, including serious problems in writing skills acquisition, instructions comprehension and word tasks. They are also manifested in perception, language and conceptual development and the cause of it probably lies in language processing and phonological discrimination disorder. Children with dyslexia often have good mathematical competence and potential for understanding mathematical concepts. However, due to insufficient development of certain mental functions, this leads to disorders in the process of understanding and remembering numeric symbols. Since mathematical tasks include understanding of the instructions and tasks set words, it is assumed that dyslexia has an impact on student achievement in mathematics, because of poor knowledge of mathematical vocabulary and lower frequency of words that appear as mathematical terms (Paul et al., 2006; Posokhova, 2009). The research was performed on 22 children with dyslexia and 22 matched controls, in order to identify learning problems in the Croatian language and mathematics in children with dyslexia. The research also compares the success in Croatian language tests and mathematics tests of these two groups in order to determine whether there is a difference (and which are the differences) in the task solution performance within the target group based on gender. Test materials were prepared in accordance with the curriculum and third grade’s primary school subject matter of Croatian language and mathematics. The results showed statistically significant differences in the tests between the target and control group, both according to the type of curriculum (school subjects) and the gender of participants.

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