Trening fonoloških in ortografskih zmožnosti v angleščini za učenca z disleksijo

magistrsko delo

Lara Miklavc (Author), Karmen Pižorn (Mentor), Milena Košak Babuder (Co-mentor)

Abstract

Za učence z disleksijo se kot najprimernejši načini poučevanja omenjajo strukturirani multisenzorni pristopi, ki se posvečajo eksplicitnemu poučevanju jezika. V magistrskem delu smo predstavili učenje tujih jezikov, spretnosti branja in pisanja ter procese, ki so pri tem udeleženi. Opisali smo, kako transparentnost posameznih jezikov vpliva na branje in pisanje. V nadaljevanju smo se osredotočili na specifično učno težavo, disleksijo, in opisali težave, s katerimi se vsakodnevno srečujejo učenci s to motnjo. Posebej smo izpostavili težave in primanjkljaje učencev z disleksijo, ki vplivajo na usvajanje tujega jezika, angleščine. Predstavili smo pristope poučevanja angleščine, ki so primerni za učence z disleksijo s poudarkom na programih, ki se osredotočajo na poučevanje in usvajanje fonoloških in ortografskih vidikov angleškega jezika. V empiričnem delu smo predstavili strukturiran multisenzorni trening, ki temelji na direktnem poučevanju povezav med glasovi in črkami v angleškem jeziku. Izvedli smo ga na osnovi učbenikov Premagaj disleksijo z učencem sedmega razreda OŠ, ki je zaradi disleksije usmerjen kot učenec s primanjkljaji na posameznih področjih učenja. Uspešnost treninga smo preverili s primerjavo rezultatov na testih bralnega razumevanja v angleščini, branja in pisanja besed v angleščini ter samostojnega zapisa. Namen magistrskega dela je bil preveriti vpliv direktnega poučevanja s strukturiranim multisenzornim treningom na učenčeve dosežke na izvedenih preizkusih po opravljenem treningu in na uspešnost učenca pri predmetu angleščina. S pomočjo pridobljenih rezultatov in primerjave teh smo ovrednotili uspešnost izvedenega treninga. Primerjava rezultatov je pokazala, da je učenec največji napredek pokazal tik po koncu izvedbe treninga, saj je učenec boljše rezultate dosegel na vseh področjih: bralno razumevanje, samostojni zapis, branje in zapis besed. Po dveh mesecih od konca izvedbe treninga so bili doseženi rezultati nižji kot tik po zaključku, a kljub temu boljši kot pred izvedbo programa. Predstavljeni program je v pomoč tako specialnim in rehabilitacijskim pedagogom kot tudi učiteljem angleščine, ki bodo lahko pri poučevanju in nudenju učne pomoči vnesli elemente strukturiranega poučevanja fonoloških in ortografskih zmožnosti za učence z disleksijo.

Keywords

fonološke zmožnosti;ortografske zmožnosti;strukturiran multisenzorni trening;transparentnost jezikov;učenje tujih jezikov;poučevanje tujih jezikov;

Data

Language:	Slovenian
Year of publishing:	2019
Typology:	2.09 - Master's Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[L. Miklavc]
UDC:	811.163.6:376(043.2)
COBISS:	12445257
Views:	386
Downloads:	61
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Training of phonological and orthographic abilities in English for dyslectic student
Secondary abstract:	For students with dyslexia, the most appropriate teaching methods are structured multisensory approaches dedicated to explicit language teaching. In the master's thesis, we presented learning of foreign languages, reading and writing skills and the processes involved. We described how transparency of individual languages affects reading and writing. Next, we focused on a specific learning difficulty – dyslexia – and described the problems that students with this disability face on a daily basis. We especially highlighted the problems and deficits of students with dyslexia that influence the learning of one foreign language in particular, English. We presented English language teaching approaches that are suitable for dyslexic students, focusing on programs that focus on teaching and acquiring phonological and orthographic aspects of the English language. In the empirical part, we presented a structured multisensory training, based on the direct teaching of connections between sounds and letters in the English language. We conducted it on the basis of the Beat Dyslexia textbooks with a pupil in the seventh grade of elementary school, who is recognized as a student with specific learning difficulties because of dyslexia. We assessed the effectiveness of the training by comparing the results in English reading comprehension tests, reading and writing words in English and essay composition. The purpose of the master's thesis was to verify the impact of direct instruction with structured multisensory training on the student’s performance on the tests after the training and on the student's success in English. Using the obtained results and comparing these, we evaluated the effectiveness of the training. A comparison of the results indicated that the pupil showed the greatest progress immediately after the completion of the training, since the student achieved better results in all areas: reading comprehension, independent writing, reading and writing of words. Two months after the end of the training, the results were poorer than just after the completion of the training but still better than before the start of the program. The presented program is useful for special education teachers as well as English teachers, who will be able to incorporate elements of structured teaching of phonological and orthographic skills into teaching and providing learning assistance to pupils with dyslexia.
Secondary keywords:	dyslexia;English language;backward child;disleksija;angleščina;otrok s posebnimi potrebami;
File type:	application/pdf
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	82 str.
ID:	11148905