magistrsko delo
Katarina Fijavž (Author), Darija Skubic (Mentor), Janez Jerman (Co-mentor)

Abstract

Zadnje desetletje vedno več govorimo o pismenosti oziroma nepismenosti mladih ob koncu šolanja. UNESCO je že leta 1951 podal definicijo pismenosti, ki pravi, da je pismenost sposobnost, da oseba z razumevanjem prebere in napiše kratko preprosto besedilo o vsakdanjem življenju, to definicijo pa je kasneje tudi razširil na znanje in spretnosti branja in pisanja, ki posamezniku omogočajo, da učinkovito sodeluje v vseh tistih dejavnostih, ki obsegajo pismenost. Učenci s primanjkljaji na posameznih področjih učenja, med njimi tudi učenci z motnjami branja in pisanja, so še posebej rizična skupina, ko govorimo o pismenosti. Avtorji opozarjajo, da učne težave pomembno vplivajo na posameznikove izobraževalne dosežke, učenci z učnimi in specifičnimi učnimi težavami pa tako dosegajo nižjo raven pismenosti na področju bralne, matematične in naravoslovne pismenosti. Značilnosti teh učencev, kot so težave fonološkega procesiranja, delovni spomin, šibke organizacijske veščine in druge izvršilne funkcije, pomembno vplivajo na proces opismenjevanja in samo pismenost. Teoretični del predstavlja pregled različnih definicij pismenosti, različnih vrst pismenosti, opredelitev inkluzivne vzgoje in izobraževanja, opredelitev specifičnih učnih težav in primanjkljajev na posameznih področjih učenja ter posamezne vrste primanjkljajev s področja branja in pisanja (disleksija, primanjkljaj bralnega razumevanja, disgrafija, disortografija) ter nekatere povezave med pismenostjo in motnjami branja in pisanja. V empiričnem delu predstavljamo rezultate raziskave pismenosti, ki smo jo opravili med osmošolci in devetošolci, pri katerih smo primerjali skupino z motnjami branja in pisanja z njihovimi vrstniki brez motenj. Podatke za raziskavo smo pridobili s testom, ki meri tri vrste pismenosti na treh ravneh. Prvi del testa se nanaša na splošne podatke o testirancih (starost, spol, razred). Drugi del testa pa je namenjen preverjanju pismenosti in vsebuje tri tematske sklope oz. vrste pismenosti – besedilno, dokumentacijsko in računsko pismenost. Glavni namen raziskave je ugotoviti, kakšna je raven pismenosti učencev z motnjami branja in pisanja v primerjavi z njihovimi vrstniki. Ugotovili smo, da v splošnem obstaja razlika v pismenosti učencev z motnjami branja in pisanja ter učencev brez motenj branja in pisanja in da je raven pismenosti nižja pri učencih z motnjami branja in pisanja. Znotraj splošne pismenosti smo preučevali tudi vse tri vrste pismenosti ter ugotovili, da pri vseh treh obstajajo razlike med skupinama v prid pismenosti učencev brez motenj. Učenci z motnjami branja in pisanja najnižjo raven dosegajo pri računski pismenosti, saj je povprečna aritmetična sredina točk 2,94, prav tako najnižjo raven dosegajo pri računski pismenosti tudi učenci brez težav, aritmetična sredina točk je namreč 3,92. Najvišjo raven dosegajo pri dokumentacijski pismenosti, kjer je aritmetična sredina pri učencih z motnjami branja in pisanja 4,89 pri učencih brez motenj branja in pisanja pa 5,56. Raziskava je pokazala, da spol ne vpliva na izid pismenosti tako na splošno kot pri posamezni skupini.

Keywords

inkluzija;motnje branja in pisanja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Fijavž]
UDC: 376(043.2)
COBISS: 11685705 Link will open in a new window
Views: 506
Downloads: 79
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Other data

Secondary language: English
Secondary title: Literacy of 8th and 9th grade pupils with reading and writing disabilities in comparison with pupils without reading and writing disabilities
Secondary abstract: For the last decade literacy and illiteracy of the young at the end of their education has been very often the subject under discussion. Already in 1951 UNESCO provided the definition of literacy, which says that literacy is the ability of a person who can with understanding both read and write a short, simple statement of his everyday life. The definition was later on expanded to the possession by an individual of the knowledge and skills of reading and writing, which enable him to effectively engage in all those activities which comprise literacy. When talking about literacy pupils with deficits in individual fields of learning, among them also pupils with reading and writing disorder are a risk group in particular. Authors claim that learning difficulties have a significant impact on educational performance of an individual, and pupils with learning and specific learning difficulties achieve a lower level of literacy in the fields of reading, mathematical and scientific literacy. These pupils’ characteristics, such as problems in phonological processing, working memory, weak organisational skills and other executive functions, have an important influence on the process of literacy and literacy itself. The theoretical part of the thesis provides an overview of various definitions of literacy, different types of literacy, the definition of inclusive upbringing and education, the definition of specific learning difficulties and deficits in individual learning fields, particular types of reading and writing deficits (dyslexia, the deficit in reading comprehension, dysgraphia, dysorthographia), and some connections between literacy and reading and writing disorder. The empirical part represents the results of the research on literacy, which was carried out among eighth- and ninth graders by comparing the group with reading and writing disorder with their peers without any disorder. The data for the research were gained with the test, which measures three types of literacy at three levels. The first part of the test refers to general information about the pupils tested (age, gender, grade). The second part of the test is designed to check literacy, and includes three thematic sets or types of literacy – textual, document and calculation literacy. The main purpose of the research was to find out what is the level of literacy of pupils with reading and writing disorder in comparison with their peers. It was found out that in general there is a difference in literacy between pupils with reading and writing disorder and pupils without any disorder, and that literacy is lower among pupils with reading and writing disorder. Within general literacy all three types of literacy were examined; the results showed a difference between the two groups, however they were in favour of the group without reading and writing disorder. Pupils with reading and writing disorder reach the lowest level in calculation literacy, where the arithmetic mean of points is 2.94. The calculation literacy is also the lowest among pupils without reading and writing disorder, their arithmetic mean is 3.92. The highest level is reached in document literacy, where the arithmetic mean is 4.89 among pupils with reading and writing disorder, and 5.56 among pupils without reading and writing disorder. The research showed that the gender has no impact on the outcome of literacy both in general and in an individual group.
Secondary keywords: literacy;learning difficulty;reading difficulty;pismenost;učne težave;težave pri branju;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Oddelek za specialno in rehabilitacijsko pedagogiko, Posebne razvojne in učne težave
Pages: 68 str.
ID: 10863558