Motivation of young pupils with difficulties in reading and writing

Številne raziskave potrjujejo, da je uspeh pri branju povezan z bralno motivacijo, saj dobri bralci berejo pogosteje, kar vodi do izboljševanja bralne tehnike, doživljanja uspeha pri branju in posledično visoke bralne motivacije. Otroci, ki imajo težave z branjem, do branja čutijo vedno večji odpor, saj jim branje predstavlja naporno in neprijetno dejavnost, pri kateri ne doživijo uspeha, posledično pa je tudi bralna motivacija nizka. Učenci z bralno-napisovalnimi težavami potrebujejo poleg učinkovitega in zgodnjega programa pomoči za izboljšanje bralne tehnike tudi pomoč pri razvijanju in spodbujanju bralne motivacije. V naši raziskavi smo se zato usmerili na raziskovanje bralnih motivacijskih dejavnikov pri učencih z bralno-napisovalnimi težavami in njihovimi vrstniki tretjega, četrtega in petega razreda slovenskih osnovnih šol. Razlike smo ugotavljali z uporabo multivariatne analize na podlagi latentnih dimenzij. V nadaljevanju smo s pomočjo diskriminantne analize raziskali, pri katerih spremenljivkah se skupini učencev najbolj razlikujeta. Z uporabo analize enakosti aritmetičnih sredin smo na podlagi sestavljenih spremenljivk ugotavljali, pri katerih bralnih motivacijskih dejavnikih se skupini razlikujeta. Analiza enakosti aritmetičnih sredin je pokazala, da učenci z bralno-napisovalnimi težavami zaznavajo branje kot težko aktivnost. Rezultati prav tako kažejo, da imajo učenci z bralno-napisovalnimi težavami nižji interes za branje kot njihovi vrstniki. Počutijo se podobno kompetentne pri glasnem branju kot vrstniki. Rezultati diskriminantne analize so pokazali, da skupini učencev najbolj ločuje zaznavanje branja kot težke aktivnosti.Numerous studies confirm that reading performance is associated with reading motivation since good readers read more often which leads to an improvement of reading techniques, experiencing success in reading, and consequently a high reading motivation. Children with reading problems feel resistance towards reading because it represents a difficult and unpleasant task for them. As they are not successful their reading motivation is low. Besides early and effective help programme, students with reading and writing problems also need assistance at developing and encouraging their reading motivation in order to improve their reading technique. Therefore, in our research we have focused on reading motivational activities of students with reading and writing problems and their peers in the third, fourth and fifth grades of Slovene primary schools. Differences have been found by the use of multivariate analysis on the basis of latent dimensions. Furthermore, we have researched by means of discriminant analysis in which variables the two groups of students differ the most. Analysis of equality of arithmetic mean shows that students with reading and writing difficulties perceive reading as a severe activity. Also, the results show that students with reading and writing difficulties are less interested in reading and writing activities. They feel similarly competent in reading aloud than their peers. The results of discriminant analysis show that the group of students differ the most in detection and identification of reading as a severe activity