Marija Ropič (Author)

Abstract

V prispevku je osrednja pozornost namenjena aktualnim vprašanjem, ki so povezana s premikom začetka sistematičnega opismenjevanja po analitično-sintetični metodi iz drugega v prvi razred osnovne šole. Študija izhaja iz bojazni, da bo krajše obdobje razvijanja predbralnih in predpisalnih zmožnosti vplivalo na učinkovitost opismenjevanja, zato meri učinek predbralnih in predpisalnih vaj na kakovost pisanja učencev v 1. triletju osnovne šole pri učencih, ki so bili deležni sistematičnega usvajanja predbralnih in predpisalnih zmožnosti, ter pri učencih, ki takih vaj skorajda niso bili deležni. Natančneje: raziskava preverja vpliv vaj za osnove pisanja, vaj za razvoj glasovnega zavedanja in vaj za vidno zaznavanje na učinkovitost pisanja po nareku. Na osnovi opazovanja ugotavljamo, da imajo učenci pred začetkom sistematičnega abecednega opismenjevanja heterogeno predznanje (poznavanje črk, branje, razumevanje branja, pisanje), da se lahko učenci učinkovito opismenijo (kar dokazujejo posamezne kategorije napak) ne glede na različno pripravo učencev na sistematično abecedno opismenjevanje in da so deklice uspešnejše v pisanju po nareku.

Keywords

predznanje;sistematično abecedno opismenjevanje;pisanje po nareku;napake;kategorije napak;didaktična gradiva;ne zaključna dela;

Data

Language: Slovenian
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UM PEF - Faculty of Education
Publisher: Pedagoška fakulteta
UDC: 37.091.3
COBISS: 18874888 Link will open in a new window
ISSN: 1855-4431
Parent publication: Revija za elementarno izobraževanje
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Other data

Secondary language: English
Secondary title: ǂThe ǂinfluence of certain factors on the efficiency of young learners' writing
Secondary abstract: The paper introduces current issues related to systematic literacy developmentactivities using analytic-synthetic method being newly introduced in the first and no longer in the second grade of elementary school. The study stems from the concern that a shorter period of developing pre-reading and pre-writing skills affects the efficiency of literacy development. Therefore, it measures the effect of pre-reading and pre-writing exercises on the quality of young learners' writing in the first cycle of elementary school with young learners who have been systematically developing pre-reading and pre-writing skills and young learners who have hardly been given this kind of exercises. Specifically: the study examined the impact of the exercises on the basics of writing, the exercises for developing vocal awareness, and the exercises for visual perception on the effectiveness of writing by dictation. Based on class observation, the study suggests that prior to a systematic alphabetic literacy development, young learners have a heterogeneous background (knowledge of letters, reading, reading comprehension, writing) and that young learners can effectively develop literacy (as evidenced from specific categories of mistakes) irrespective of the difference in preparation of these young learners to the systematic alphabetic literacy acquisition. It also indicates that girls are more successful in writing by dictation.
Secondary keywords: pre-knowledge;systematic alfabetic literacy development;literacy development;writing by didaction;individual categories of mistakes;didactic materials;Osnovnošolsko učenje in poučevanje;Narek (učna metoda);Pismenost;
URN: URN:NBN:SI
Type (COBISS): Article
Pages: str. 111-126
Volume: ǂLetn. ǂ4
Issue: ǂšt. ǂ4
Chronology: dec. 2011
ID: 1728967