Razvijanje recepcijske zmožnosti pri otrocih z lažjo motnjo v duševnem razvoju

Abstract

V prispevku so predstavljene raziskovalne paradigme, ki preučujejo dejavnike, s katerimi je mogoče kar v največji meri vplivati na jezikovni razvoj otrok z lažjo motnjo v duševnem razvoju. Pri tem je posebna pozornost namenjena razvijanju recepcijske zmožnosti z metodami recepcijske didaktike, ki temeljijo na relativno pogostejši uporabi manj zahtevnih nejezikovnih semiotičnih funkcij. Osrednji del prispevka je namenjen predstavitvi rezultatov eksperimentalne študije primera (na vzorcu petih otrok z lažjo motnjo v duševnem razvoju, v obdobju enega šolskega leta), v kateri smo sistematično z uporabo prilagojenega komunikacijskega modela književne vzgoje kot eksperimentalnega faktorja razvijali recepcijsko kompetenco te skupine otrok. Rezultati potrjujejo zastavljeno hipotezo o recepcijskem napredku.

Keywords

recepcijska didaktika;razvoj recepcijske zmožnosti;otroci z lažjo motnjo v duševnem razvoju;jezikovni razvoj;ne zaključna dela;

Data

Language:	Slovenian
Year of publishing:	2015
Typology:	1.01 - Original Scientific Article
Organization:	UM PEF - Faculty of Education
UDC:	37.015.31:82:159.922.76-056.313
COBISS:	21558280
ISSN:	1855-4431
Parent publication:	Revija za elementarno izobraževanje
Views:	2132
Downloads:	196
Average score:	0 (0 votes)
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Other data

Secondary language:	English
Secondary title:	Developing reception competence in children with a mild intellectual disability
Secondary abstract:	The paper presents research paradigms which study factors that allow influencing the language development of children with mild intellectual disabilities to the greatest extent possible. Special attention is dedicated to the development of the reception competence with the use of reception didactics methods based on a relatively frequent use of less demanding non-language semiotic functions. The core of the paper presents results of an experimental case study (on a sample of five children with a mild intellectual disability over a one school year period), through which the reception competence in these children was developed with a systematic use of an adapted communication model of literary education as an experimental factor. The results have confirmed the initially set hypothesis about reception progress.
Secondary keywords:	reception didactics;reception competence development;children with a mild intellectual disability;language development;Otroci z motnjami v duševnem razvoju;Razvoj otroškega govora;Osnovnošolsko učenje in poučevanje;
URN:	URN:NBN:SI
Type (COBISS):	Article
Pages:	str. 39-57
Volume:	ǂLetn. ǂ8
Issue:	ǂšt. ǂ3
Chronology:	jul. 2015
ID:	10866468