In a democratic school system, all students should be included regardless of their individual differences. However, dyslexic students run the risk of being left behind in the process of becoming an independent reader. Being an independent reader facilitates further academic endeavors, helps the individual navigate the globalized world and invites the individual to read for pleasure. Due to a deficit in phonological awareness, dyslexic L2 English students face obstacles in reading tasks which they could overcome with the help of auditory aid. This study aims to investigate in what ways auditory aid can aid Swedish dyslexic L2 English students in secondary school, and what obstacles said group face with regard to the classroom environment, teaching methods and didactical considerations that language and special teachers apply. A survey was constructed to collect data regarding language and special teachers didactical choices. The results show that a majority of the participants use some kind of auditory aid in reading tasks when teaching dyslexic L2 students. However, the results also suggest that a number of language and special teachers do not incorporate individualized learner profiles and programs which are specifically designed to aid dyslexic students. This implies that language and special teachers may be unsure of the actual role of such programs. In addition, the effectiveness of auditory aid in individualized programs needs to be investigated further.

Temos aktualumas. Globalizacijos pokyčiai visuomenėje, nuolatinė informacijos ir mokslo plėtra, ugdymosi paradigmos, nuolatinio mokymosi koncepcijos tendencijos sąlygoja naują požiūrį į savarankišką skaitymą ir jaunesniojo mokyklinio amžiaus vaikų, kaip savarankiškų skaitytojų, ugdymo procesą, kurio samprata atskleidžiama mokytojo edukacinės-vadybinės veiklos kontekste. Tyrimo objektas – jaunesniojo mokyklinio amžiaus vaikų, kaip savarankiškų skaitytojų, ugdymas mokytojo edukacinės-vadybinės veiklos kontekste. Tikslas – teoriškai ir empiriškai pagrįsti jaunesniojo mokyklinio amžiaus vaikų, kaip savarankiškų skaitytojų, ugdymo procesą mokytojo edukacinės-vadybinės veiklos kontekste. Tyrimo metodai: teoriniai (mokslinės literatūros analizė ir interpretacija); empiriniai (pusiau standartizuotas interviu, standartizuotas interviu, dokumentų turinio (content) analizė); empiriniai (dažnių analizė). Tyrimo imtis ir organizavimas. Kokybiniame tyrime dalyvavo 15 IV klasę lankančių vaikų (10-11 metų amžiaus) bei 16 pradinių klasių mokytojų. Iš viso apklaustas 31 informantas. Interviu metu gauti duomenys padėjo atskleisti vaikų ir mokytojų nuomones nagrinėjamų problemų atžvilgiu. Po to organizuota savarankiškų skaitytojų ugdymą reglamentuojančių Pradinio ir pagrindinio ugdymo bendrųjų programų (2008) turinio analizė. Pirmajame skyriuje atskleista skaitymo sąvokos multidiscipliniškumo esmė, skaitymo reikšmė jaunesniojo mokyklinio amžiaus vaikams, savarankiškų skaitytojų ugdymo proceso... [toliau žr. visą tekstą] / Subject relevance. Globalization-driven changes in society, continuous development of information and science, education paradigms, tendencies of continuous learning conception determine a new attitude towards independent reading and the education process of junior school children, as independent readers, the conception of which is disclosed within the context of educational-management activities of a teacher. Research object – education of junior school children, as independent readers, within the context of educational-management activities of a teacher. Aim – to substantiate the education process of junior school children, as independent readers, within the context of educational-management activities of a teacher theoretically and empirically. Research methods: theoretical (analysis and interpretation of scientific readings); empirical (semi-standard interview, standard interview, analysis of document content); empirical (frequency analysis). Research scope and organization. 15 children attending Form 4 (10-11 years old) and 16 primary school teachers have participated in the qualitative research. 31 informants were interviewed altogether. Data obtained during the interviews helped to reveal the opinions of children and teachers in respect of the problems under the research. Then analysis of content of Basic Primary and Basic Education Programmes (2008) regulating education of independent readers has been organized. The first chapter reveals the essence of... [to full text]