Glasovno zavedanje v prvem razredu

Abstract

Učenci se začnejo neformalno opismenjevati že v predšolski dobi, načrtno in sistematično pa se opismenjevanje nadaljuje v šoli in poteka do konca tretjega razreda. Pri tem ima odločilno vlogo glasovno zavedanje, ki se razvija v času predšolskega obdobja, prvega vzgojno-izobraževalnega obdobja, predvsem pa v prvem razredu osnovne šole. Pri razvoju sposobnosti glasovnega zavedanja je pomemben razvoj slušnega zavedanja dolžine besed in zavedanja števila besed v povedi, slušnega razločevanja, slušnega razčlenjevanja ter iskanja in tvorjenja rim. Članek predstavlja rezultate dveletne raziskave, namenjene ugotavljanju učenčevega napredka pri opismenjevanju, natančneje, pri glasovnem zavedanju in razločujočem poslušanju, ter vpliva le-tega na glaskovanje in pravopisno pravilnost pri nareku.

Keywords

poslušanje;spodbujanje glasovnega zavedanja;narek;osnovne šole;ne zaključna dela;

Data

Language:	Slovenian
Year of publishing:	2012
Typology:	1.01 - Original Scientific Article
Organization:	UM PEF - Faculty of Education
Publisher:	Pedagoška fakulteta
UDC:	37.091.3:028
COBISS:	19585032
ISSN:	1855-4431
Parent publication:	Revija za elementarno izobraževanje
Views:	2
Downloads:	0
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Phonemic awareness in the first grade of primary school
Secondary abstract:	The development of literacy starts already in the pre-school period on an informal basis, and it formally and systematically continues into primary school until the end of the third grade. Phonemic awareness plays a key role in this, being developed throughout the pre-school period as well as in the first three years of primary schooling, particularly in the first grade. As regards the development of phonemic awareness, we have to consider also the development of auditory awareness in relation to the length of words and the number of words in a sentence, auditory discrimination and distinction, as well as finding and creating rhymes. This article presents the results of a two-year research on literacy development in children, or to be more specific, on children's phonemic awareness and auditory discrimination as well as the influence of the latter on pronouncing sounds and on the orthographic correctness in dictation exercises.
Secondary keywords:	listening;stimulating phonemic awareness;dictation;primary schools;Učenje in poučevanje;Slovenščina;Učenci;
URN:	URN:NBN:SI
Type (COBISS):	Not categorized
Pages:	str. 73-86
Volume:	ǂLetn. ǂ5
Issue:	ǂšt. ǂ4
Chronology:	dec. 2012
ID:	10865443