Methodical aspects of literature teaching among students (pupils) with dyslexia disorder

U ovome radu posvetila sam se istraživanju strategija metodičke prilagodbe nastave književnosti učenicima s disleksijom. Kao predradnje istraživanju sažeto sam teorijski objasnila fenomen čitanja, disleksije i pojam metodike. Nakon toga sam prikazala međusobnu prepletenost i uvjetovanost pedagogije i metodike s jedne strane i disleksije kao teškoće čitanja s druge strane. Također sam predstavila obrazovne prakse učenika s disleksijom u Europi i svijetu. Rezultati provedenog istraživanja pokazali su uspješnost i učinkovitost metodičkih strategija jer je učenicima olakšano usvajanje nastavnih sadržaja i usmeno izražavanje. Posebna vrijednost analiziranih strategija jest u omogućivanju skladne inkluzije učenika s disleksijom u razredni odjel.In this paper have committed myself to researching literature teaching methodical adjustments strategies among students(pupils) with dyslexia disorder. Before entering the research itself, I have explained theoretical phenomenon of reading, dyslexia and the notion of methodology. After that I have shown mutual interweaving and conditionality between pedagogy and methods on one side and dyslexia as a reading difficulty (disorder) on the other. I have also presented the forms of practice used among dyslexic students (pupils) in Europe and all over the world. The results of conducted research have shown success and efficiency of methodical strategies because the students were enabled to adopt the learning content in an easier way and also to express themselves orally. Special value of these analysed strategies is hidden in the fact that these strategies enable consistent inclusions of students with this kind of disorder, within the class department