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Interest in Reading as Facilitating Factor in Acquiring Reading Skills

100%

Tūbele S.

Ad verba liberorum

2010

vol. 2

issue 1

11-20

The article deals with the problem of evoking interest in reading and its connection with successful acquiring of reading skills. Several theoretical concepts of neuropsychology and speech therapy have been analysed with an emphasis on difficulties regarding the process of learning to read in cases of dyslexia and/or reading disorders.The aim of the study is to give an overview of the interconnection between interest in reading and successful acquiring of reading skills in order to carry out an empirical research with the help of various methods and principles that foster interest to reading. Materials and methods include an analysis of theoretical literature.The written word helps children to develop their language considerably. Alarming results of the evaluation of student performance according to international surveys make one conclude that the reading literacy indicators leave much to be desired. An analysis of scientific research carried out in different countries shows close connection between children's interest (including reading interest) and their emotional participation in the learning process, specifically, in learning to read: interest increases the efficiency of the process. The latest discoveries in the field of neuropsychology allow to conclude that interest and interactive action can be encouraged and supported if the zones of the person's cortex are not damaged. It should be taken into account when carrying out an empirical research in which children's interest in reading is stimulated by the use of various methods and techniques. Conclusions of neuropsychologic studies are also of utmost importance when analysing the connection between interest in reading and the quality indicators (reading accuracy, speed and comprehension).Interest in reading is a significant component of acquiring reading skills. Children's active participation in the learning process is a vital factor that encourages their general development. Interest forms the basis for children's wish to learn and read. Interest in reading will develop if teachers and parents initiate purposeful and well-considered activities.On the basis of information provided by psychological, neuropsychological and speech therapy studies peculiarities and needs of children's individual development must be taken into consideration.

Speciālās pedagoģijas izaicinājumi 21. gadsimtā

63%

Tūbele S., Vīgante R.

Latvijas Zinātņu Akadēmijas Vēstis. A daļa

2014

vol. 68

issue 1/2

44-54

The article is devoted to special education trends in the 21st century, changes affecting education in general. The 21st century can be seen as the century for challenges. More and more the concepts of inclusive education and inclusive approach come to the view finding access to all people who are learning. However, the specific knowledge and professional competence of the special education teacher always calls for addressing issues related to students with special needs requiring specific teaching methods and support throughout the learning process. In this context, a small illustration offers comparative data on the students’ and teachers’ views in 2002 and 2012, for this article, and the student survey data in the academic years 2002–2009 at the University of Latvia. Various European projects are viewed, and the positive impact on both the development of special schools and special educators’ growth. Particular emphasis on the activities of the European Agency for Development in Special needs Education is made, to its success and the need to make use of the results.

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1 Ad verba liberorum

1 Latvijas Zinātņu Akadēmijas Vēstis. A daļa

1 2014

1 2010

2 Tūbele S.

1 Vīgante R.

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Interest in Reading as Facilitating Factor in Acquiring Reading Skills

Speciālās pedagoģijas izaicinājumi 21. gadsimtā