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首页> 外文期刊>Procedia - Social and Behavioral Sciences >Teacher Perceptions of Reading Motivation in Children with Developmental Dyslexia and Average Readers
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Teacher Perceptions of Reading Motivation in Children with Developmental Dyslexia and Average Readers

机译：发展性阅读障碍儿童和普通读者的阅读动机对教师的看法

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Purpose. This study assessed the teacher perceptions of reading engagement and several components of reading motivation in children with developmental dyslexia and average readers, in an attempt to more clearly understand the role of motivation in developmental dyslexia Method. Sixty-eight children participated in this study. Thirty-three children made up the group with developmental dyslexia and thirty-five made up the group of average readers. In order to assess the reading motivation of the participants, teachers filled two instruments: (a) The Reading Engagement Index (), a teacher rating of the engaged reader, and (b) Teacher questionnaire on student motivation to read (Sweet, Guthrie and Ng, 1998), that measure six constructs of reading motivation: activity, autonomy, social, topic, individual and writing. Results. Results showed that teachers perceived average readers to be significantly higher in intrinsic reading motivation and in extrinsic reading motivation than those of developmental dyslexia group. Also, children with developmental dyslexia were shown to be less engaged in reading activities. Conclusion. These findings suggest that teachers appear to possess an implicit theory of the association of self-determination and reading scores that is compatible with self-determination theory.
机译：目的。这项研究评估了教师对发展性阅读障碍儿童和普通读者的阅读参与度和阅读动机的几个组成部分，以试图更清楚地了解动机在发展性阅读障碍方法中的作用。六十八名儿童参加了这项研究。有发展性阅读障碍的儿童有33名，有普通阅读器的儿童有35名。为了评估参与者的阅读动机，教师填写了两种工具：（a）阅读参与度指数（），对参与阅读者的教师评分，以及（b）关于学生阅读动机的教师问卷调查表（Sweet，Guthrie和（Ng，1998），它衡量了阅读动机的六种结构：活动，自主，社交，主题，个人和写作。结果。结果表明，教师认为普通读者的内在阅读动机和外在阅读动机明显高于发展性阅读障碍组。此外，患有阅读障碍的儿童也较少参与阅读活动。结论。这些发现表明，教师似乎拥有一种与自决理论相适应的内在的自决与阅读成绩关联的理论。

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