Συσχετίσεις γνωστικών και μαθησιακών παραμέτρων με την αναγνωστική κατανόηση επιχειρηματολογικών κειμένων σε μαθητές Γυμνασίου με επίμονα χαμηλή αναγνωστική επίδοση

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Published: May 6, 2025
DOI: https://doi.org/10.12681/....40411
Keywords:
Specific Learning Disabilities, Low Reading Achievement, Correlations, Reading Comprehension, Argumentation
ΑΝΑΤΟΛΗ ΚΙΡΠΟΥΙΚΗ
Πανεπιστήμιο Μακεδονίας
https://orcid.org/0009-0004-0843-2585
ΙΩΑΝΝΗΣ ΑΓΑΛΙΩΤΗΣ
Πανεπιστήμιο Μακεδονίας
Abstract

This study examines the correlations between various cognitive and learning parameters, on the one hand, and reading comprehension of argumentative texts, on the other, among secondary students with Specific Learning Disabilities (SLD) and their peers with Low Reading Achievement (LRA) of unspecified etiology. Specifically, it was investigated whether the pattern of these correlations differs between the two student subgroups. A total of 59 first-year secondary school students (aged 12–13) from Thessaloniki, Grevena, Serres, and Imathia participated in the study. All participants were assessed on decoding accuracy, reading fluency, semantic knowledge, working memory, and reading comprehension using both standardized and non-standardized (i.e., researcher-developed) assessment tools. According to the results, both student groups demonstrated statistically significant positive correlations between performance on reading comprehension of argumentative texts and the cognitive and learning parameters, with the exception of working memory. In the SLD group, the strength of all correlations was moderate (rs= 0.359–0.456), except for the correlation between the comprehension rating scale of Test-A, and reading comprehension of argumentative texts, which was high (rs= 0.637). In the LRA group, the magnitude of all correlations was high (rs= 0.524–0.606), except for the correlation between reading fluency and reading comprehension of argumentative texts, which was moderate (rs= 0.419). It is therefore concluded that the patterns exhibited by the two student groups with regard to the correlations between cognitive and learning parameters, and reading comprehension of argumentative texts, are similar as far as the exact parameters presenting statistically significant correlations are concerned, but differ with regard to the strength of these correlations.

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Ενημέρωση για τα πνευματικά δικαιώματα

Οι συγγραφείς των άρθρων που δημοσιεύονται στο περιοδικό διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο περιοδικό διατίθενται με άδεια Creative Commons 4.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο).

Απαγορεύεται η αντιγραφή, αποθήκευση και διανομή της παρούσας εργασίας, εξ’ολοκλήρου ή τμήματος αυτής, για εμπορικό σκοπό. Επιτρέπεται η ανατύπωση, αποθήκευση και διανομή για   σκοπό µη   κερδοσκοπικό,   εκπαιδευτικής  ή ερευνητικής  φύσης,  υπό  την προϋπόθεση  να αναφέρεται  η  πηγή προέλευσης  και να  διατηρείται  το  παρόν  µήνυµα. Ερωτήματα  που αφορούν τη χρήση της εργασίας για κερδοσκοπικό σκοπό πρέπει να απευθύνονται προς τους συγγραφεα-είς. Οι απόψεις  και  τα  συμπεράσματα  που  περιέχονται  σε  αυτό  το  έγγραφο  εκφράζουν το-ους συγγραφέα-είς  και  δεν  πρέπει  να  ερμηνευθεί  ότι  αντιπροσωπεύουν τις επίσηµες θέσεις  του Ινστιτούτου  Μελετών  και  Eρευνών  Γενικής  και Ειδικής Εκπαίδευσης (Ι.Μ.Ε.Γ.Ε.Ε.).

 

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