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Although teacher competencies are acquired during initial training in faculties of education, among which methodological competencies have a special place, many teachers are not trained to work with students with specific learning difficulties and do not know how to deal with them in the classroom. Research on specific learning difficulties has begun recently as the symptoms of such students have been gradually explored and efforts have been made to adapt teaching methods to each student. The purpose of this paper is to explain the specific learning difficulties - dyslexia and dysgraphia - and to describe the ways in which teachers can work with students who suffer from these difficulties. A survey was conducted to investigate how Croatian language teachers adapt their work to students with reading and writing difficulties. The teachers’ awareness of the students’ difficulties, the way they prepare teaching materials, the use of teaching methods when working with these students, the way they give work instructions, the way they check their knowledge, and effective examples of teaching students with specific reading and writ- ing difficulties were investigated. The sample included 40 Croatian language teachers at primary and secondary level of education. The results are generally satisfactory, and it can be said that teachers’ handling of students with these difficulties in teaching language expression is good, although additional training could improve the quality.

This paper deals with documentary film in media culture education, while special emphasis is put on the aspect of student interest for this film genre. Documentary film concept is firstly defined, its basis characteristics are pointed out – different attitude towards reality, matter of objectivity / truthfulness. The paper outlines types of documentary film and shows the context of documentary film in media culture education. The intention is to explore student interest for documentary film or interest for a specific type of documentary film. Questionnaire was used as a methodical procedure. It was composed of seven assertions and two questions. Questionnaire was conducted on the sample of 291 students of the fifth, sixth, seventh and eighth grades of two elementary schools in Osijek. The results outlined that the questioned students showed interest for documentary film especially for popular-scientific and anthropological documentary film. However, the results also showed that the students did not understand and did not know certain types of documentary film, therefore more attention has to be paid to this film genre in media culture education as well as students have to be encouraged to show greater interests for this film genre.

The aim of this study was to determine the achievement of motivation as the stage of a lesson in introduction, repetition and systematization of teaching contents of Croatian and to determine the presence of motivation processes in language teaching. In the study we used a survey and the sample included secondary school teachers of Croatian in Osijek-Baranja County. The results of the survey showed that the teachers mostly use motivation stage during the introduction of linguistic contents, and very rarely during their evaluation. It was also found that during the application of motivation methods two motivation processes prevail by showing noticeable percentage: text that through its altered spelling or grammatical relations emphasizes the importance of orthography or grammatical norms, and solving linguistic concerns.