magistrsko delo
Maja Obolnar Hrnjičić (Author), Barbara Sicherl-Kafol (Mentor), Milena Košak Babuder (Co-mentor)

Abstract

Disleksija je specifični učni primanjkljaj, ki najpogosteje izhaja iz primanjkljajev v fonološkem zavedanju. Dobro razvito fonološko zavedanje je eden izmed temeljnih pogojev, da se spretnosti branja in pisanja pri učencih razvijeta do te mere, da njihov proces učenja ni oviran ter upočasnjen. Učenci z disleksijo se v šoli vsakodnevno soočajo z večjimi ali manjšimi težavami pri usvajanju spretnosti branja in pisanja, zato je pomembno, da se pri njih dodatno spodbuja razvoj fonološkega zavedanja, pri čemer specialni in rehabilitacijski pedagog lahko uporabi skrbno načrtovane glasbene dejavnosti. V teoretičnem delu smo pisali o možnosti spodbujanja fonološkega zavedanja s pomočjo glasbe oziroma glasbenih dejavnosti izvajanja, poslušanja ter ustvarjanja. V študijah je še posebej izstopala povezava med ritmičnimi sposobnostmi in fonološkim zavedanjem. Učinki glasbenih dejavnosti niso omejeni zgolj na razvijanje glasbenih sposobnosti, temveč se zaradi analogije med glasbo in jezikom lahko prenesejo na jezikovno področje (fonološko zEdavedanje, branje). Empirični del kvalitativne raziskave (študijo smo le delno kvantificirali) predstavlja študija primera, v katero je bil vključen učenec z disleksijo. Oblikovali smo trimesečni program glasbenih dejavnosti za spodbujanje razvoja fonološkega zavedanja in branja pri učencu. Glasbene dejavnosti so bile naravnane k spodbujanju razvoja ritmičnega in melodičnega posluha. O učinkih glasbenega programa smo presojali na podlagi primerjave rezultatov izvedenih preizkusov pred programom in po izpeljavi programa. Med potekom programa smo spremljali učni razvoj s pomočjo opazovalnega protokola spremljanja otrokovega odzivanja na glasbenem in jezikovnem področju, ki smo ga avtorsko oblikovali. Učni rezultati po izpeljavi programa glasbenih dejavnosti so pokazali napredek pri učencu z disleksijo na spremljanih področjih glasbenega razvoja pri večini od izvedenih testov/podtestov. Rezultati končnega merjenja na jezikovnem področju, z upoštevanjem rezultatov ponovnega merjenja, so pokazali, da je učenec na področju fonološkega zavedanja napredoval pri: odstranjevanju glasu v besedi, odstranjevanju (prvega) zloga v besedi, slušnem razčlenjevanju (končni glas), slušnem razčlenjevanju – glaskovanju, slušni sintezi. Učenec je tekom glasbenega programa deloma napredoval v bralnih spretnostih. Do izboljšanja rezultatov pri bralnih spretnostih je prišlo pri: hitrosti branja, natančnosti branja, bralnem razumevanju. Predvsem se je izboljšala hitrost glasnega in tihega branja. Menimo, da je napredek na področju spretnosti fonološkega zavedanja ter deloma branja posledica predvsem spodbujanja spretnosti slušnega glasbenega zaznavanja ter slušnega časovnega procesiranja, ki zajemata kognitivno manipulacijo z zvočno-akustični informacijami. Pri analizi rezultatov smo upoštevali tudi vpliv drugih dejavnikov, ki bi lahko sovplivali na rezultate merjenj (zorenje in poučevanje).

Keywords

fonološko zavedanje;branje;glasbene dejavnosti;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Obolnar Hrnjičić]
UDC: 376:78(043.2)
COBISS: 11906377 Link will open in a new window
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Downloads: 179
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Other data

Secondary language: English
Secondary title: Music activities as stimulation in fonological awareness and reading development of the pupil with dyslexia
Secondary abstract: Dyslexia is a specific learning difficulty, which mostly originates from difficulty in phonological awareness. Well-developed phonological awareness is one of the basic conditions for skills, such as reading and writing, to develop in pupils to the extent that their learning process is not stymied or slowed down. Pupils with dyslexia face bigger or smaller difficulties in school on a daily basis when assimilating reading and writing skill that is why it is important to additionally promote their phonological awareness, where special education teacher can use carefully planned musical activities. The possibility of promoting phonological awareness with music or music activities of performing, listening and creating was written about in the theoretical part. In studies, the correlation between rhythmic abilities and phonological awareness stood out especially. The effects of music activities are not limited only to develop music abilities but can be transmitted to the language area because of the analogy between music and language (phonological awareness, reading). The empirical part of the qualitative research (the study was only partly quantified) presents the case study in which a pupil with dyslexia was included. We designed a three-month program with music activities to promote the development of phonological awareness and reading with a pupil. Music activities were set to promote rhythmic and melodic hearing. We evaluated the effects of the program based on the comparison of results on tests before and after the execution of the program, which was copyrighted. During the course of the program, the learning development was studied with the help of the monitoring protocol for observing the child's response in the musical and linguistic fields, which was copyrighted. Learning results after the music activities program showed progress in pupil with dyslexia in observed areas of musical development in most of the performed tests/subtests. The results of the final measurement, taking into account the results of the re-measurement, in the linguistic field showed that the pupil in the phonological awareness field advanced in: removing the voice in the word, removing the (first) syllable in the word, auditory segmentation (final voice), auditory segmentation – listening, and auditory synthesis. Improvements in reading skills resulted from: reading speed, reading accuracy, and reading comprehension. In particular, the speed of loud and quiet reading has improved. We believe that progress in the field of phonological awareness and partially in reading skills is mainly due to the promotion of the skill of musical auditory listening perception and auditory temporal processing, which involves cognitive manipulation with sound-acoustic information. When analyzing the results of the measurements, we took into account aslo the influence of other factors that could have an impact on the results of the measurements (maturation and teaching).
Secondary keywords: dyslexia;music;disleksija;glasba;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Pages: 119 str.
ID: 10901708