Methodical approach in teaching Croatian language in the higher grades of primary school working with dyslexic students

Stjepanović, Dijana. (2016). Methodical approach in teaching Croatian language in the higher grades of primary school working with dyslexic students. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Croatian Language and Literature. [mentor Pandžić, Vlado and Palekčić, Marko].

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Abstract

This thesis dealt with methodological issues in teaching Croatian in higher grades of primary school in working with dyslexic students. In other words, it dealt with the maladjustment of the teaching process to dyslexic students. It considered the relationship between transmission and appropriation of knowledge, what dyslexia is and how it is manifested, what quality teaching is and what competencies a teacher should have, methodical approach to teaching Croatian, which is related to the type and form of teaching, methodical systems, sources of teaching, teaching methods and their adjustment in the field of language and literature, evaluation and appropriate programs of education. The results of the conducted study on the current situation in teaching Croatian confirmed the initial hypothesis that teaching Croatian is not fully adjusted to the needs and possibilities of dyslexic students. A questionnaire was used to collect the data, and the sample consisted of 45 dyslexic students who are attending higher grades of primary school in 12 schools in Zagreb and Osijek. The identity of dyslexic students is anonymous. The questions in the questionnaire were grouped in relation to five thematic areas: attitudes about teaching, characteristics of teachers, participation in learning, teaching sources, materials and resources and evaluation.

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