Page: 689-695 Author: Koudelková, A., Lydie Kučerová, Key words:
The aim of the research described in this article has been to find out whether specific perceptual-motor difficulties may influence the school results of boys and girls in the senior classes of the Elementary Nine-Year School (i.e. in the 11 to 15 age group). It is just the differences between boys (N = 53) and girls (N = 30) in the 7th and 8th classes (i.e. 12 to 14- year-olds) that attention has been paid to. A statistically significant difference has been found in the occurrence of dysorthographic difficulties in orthography, which was higher among boys; the boys also had lower reading performance and worse marks in Czech and mathematics. On the other hand, the anticipated connection between the occurrence of dysorthographic signs in orthography and the rating in Czech has been confirmed only among girls. It appears likely that the social role, adaptability, attitude towards learning and other personality and motivation factors are momentous factors influencing the success of children, especially boys, at school. The effect of dyslectic difficulties on rating in the Czech language has been recorded among boys only; as regards girls, this criterion was not necessarily reliable because slow reading was connected with the endeavour to read and perform with accuracy, whereas boys with lower reading performance were worse at articulation and at identifying difficult words.