magistrsko delo
Maja Kovič (Author), Karmen Pižorn (Mentor), Milena Košak Babuder (Co-mentor)

Abstract

Disleksija je najpogostejša specifična učna težava, ki jo zasledimo v slovenskih šolah. Učenci, ki imajo disleksijo, se soočajo z lažjimi ali težjimi bralno-napisovalnimi težavami. Ti učenci pogosto nimajo težav le z usvajanjem slovenskega jezika kot učnega jezika, ampak tudi tujih jezikov. Angleščina se kot prvi tuji jezik poučuje v večini slovenskih šol (92 % osnovnih šol). Hkrati je od šolskega leta 2016/17 obvezno učenje angleščine v drugem razredu osnovne šole, ki se mu bodo kmalu pridružili tudi učenci prvih razredov. To pomeni, da bo učenje angleščine kot tujega jezika postalo obvezno za vse učence od začetka šolanja naprej. Zgodnje učenje tujih jezikov prinaša številne prednosti tudi za učence z disleksijo, če se učitelji zavedajo, da imajo ti učenci težave s fonološkim zavedanjem, pomnjenjem in razvijanjem zmožnosti avtomatizacije dekodiranja črk in besed, njihovim priklicem in s tem večkrat omejeno besedišče trenutnega priklica. Učenci z disleksijo morajo zato razviti kompenzacijske strategije, učitelji tujega jezika pa morajo biti usposobljeni za izvajanje učinkovitih pristopov poučevanja angleščine kot tujega jezika, da lahko prav vsi učenci, tudi tisti z disleksijo, postanejo uspešni pri učenju angleščine. Namen magistrskega dela je bil preizkusiti pristop vodenega branja pri usvajanju angleščine kot tujega jezika pri učencih z disleksijo v obliki treninga in ugotoviti, kakšen vpliv ima drugačen oziroma bolj ekspliciten pristop vodenega branja na bralne spretnosti v angleščini pri učencih z disleksijo. Uspešnost treninga vodenega branja smo ugotavljali s primerjavo začetnih in končnih rezultatov preizkusa bralnega razumevanja angleških besedil pri eksperimentalni in kontrolni skupini. Obe skupini so sestavljali po trije učenci z disleksijo, ki so obiskovali četrti oziroma peti razred osnovne šole. Za bolj natančen vpogled v znanje angleščine pri učencih, vključenih v raziskavo z vidika njih samih in njihovih učiteljic, smo uporabili Vprašalnik o motivaciji in splošnem znanju angleščine učencev ter Vprašalnik o okoljskih dejavnikih, ki lahko vplivajo na usvajanje angleščine. Vprašalnik o motivaciji in splošnem znanju angleščine učencev sta izpolnili učiteljici angleščine, ki sta poučevali v raziskavo vključene učence, vključeni učenci pa so izpolnili Vprašalnik o okoljskih dejavnikih. Analiza izvedenega treninga vodenega branja je pokazala, da je pristop vodenega branja učinkovit pri prepoznavanju angleških črk in glasov, pravilnejšem in bolj tekočem branju angleških besedil, pridobivanju angleškega besedišča in globljem bralnem razumevanju v angleščini pri učencih z disleksijo, ki so bili vključeni v trening. Analiza rezultatov je pokazala pomembne razlike med eksperimentalno in kontrolno skupino učencev na več področjih branja. Ker pa sta bila vzorca majhna, rezultatov ne moremo posplošiti na celotno populacijo učencev z disleksijo.

Keywords

vodeno branje;

Data

Language: English
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. Kovič]
UDC: 811.163.6:376(043.2)
COBISS: 12446537 Link will open in a new window
Views: 423
Downloads: 85
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Other data

Secondary language: Slovenian
Secondary title: Training of guided reading in english with students with dyslexia
Secondary abstract: Dyslexia is the most common learning difficulty observed in schools in Slovenia. Students with dyslexia have problems reading and writing. These students not only have problems mastering the Slovene language, but they also face problems learning foreign languages. English is taught as a foreign language in the majority of schools in Slovenia (92 % of primary schools). In the 2016/2017 school year English had become obligatory for second-grade students, and it will soon be the same for first-grade students. This indicates that learning English as a foreign language will become obligatory for all students early on. Early foreign language learning can also be beneficial for students with dyslexia, provided their teachers are aware that these students have problems with phonological awareness, problems of memory and developing the ability to automatically decode letters and words, their recollection and also deal with frequent limited vocabulary recollection. Students with dyslexia have to develop strategies to overcome their problems, and foreign language teachers have to be qualified to be able to use the appropriate approaches for teaching English as a foreign language, so that all students are able to learn at the same time. The purpose of the master’s thesis is to examine the guided reading approach in the English learning process in students with dyslexia in the form of a training session and to determine how a different approach, or, in other words a more explicit approach affects the English reading abilities in students with dyslexia. We formed two groups–an experimental and a control group– which both included 3 students with dyslexia, who are in the 4th and 5th grade. To measure the success of our training, we conducted an English reading comprehension test in both groups at the beginning and at the end of the training, and compared the initial and final results. We used the Questionnaire on Student’s Motivation and English Language Learning (in Slovene: Vprašalnik o motivaciji in splošnem znanju angleščine učencev) and the Questionnaire on Environmental Factors that may Influence English Language Learning (in Slovene: Vprašalnik o okolijskih dejavnikih, ki lahko vplivajo na usvajanje angleščine) to gain a more detailed insight into the students’ knowledge of the English language from their point of view and from the point of view of their teachers. The first questionnaire was answered by two of the students’ English teachers, and the second was answered by the students. The analysis of our guided reading training shows that the guided reading approach is effective in achieving better English letter and sound recognition and reading fluency of English texts, in building up English vocabulary and in acquiring a more profound reading comprehension in students with dyslexia. The results of the experiential and the control group demonstrate important differences in their reading abilities. Since our patterns were small, we are not able to apply our findings to all the students with dyslexia.
Secondary keywords: trening;učenci;vodeno branje;angleščina kot tuji jezik;učenje tujih jezikov;poučevanje tujih jezikov;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: 128 str.
ID: 11148907