Manipulacija glasovnega zavedanja

diplomsko delo

Tamara Slana (Author), Marija Ropič (Mentor)

Abstract

Razvoj jezikovne zmožnosti otroka se začne že takoj po rojstvu. Vendar je za oblikovanje povezanega govora in jezikovne strukture potreben razvoj glasovnega sistema, ki vključuje razvoj zaznave glasov (glasovno zavedanje) in proces izgovora posameznih besed. Pomembno je poudariti, da otrok razvija sposobnosti za učenje branja in pisanja še preden stopi v šolo. Branje in pisanje sta kompleksni in zahtevni dejavnosti. Pri branju mora otrok videti črko in jo pretvoriti v glas, pri pisanju pa obratno - slišati mora glas in ga pretvoriti v črko. Zato so za začetno branje in pisanje v prvi vrsti odgovorne sposobnosti zaznavanja, tako vidnega kot glasovnega. Sposobnost glasovnega zavedanja je sposobnost razlikovanja glasov v jeziku in njegovih sestavnih delih (besedah, povedih). Ta sposobnost ima odločilno vlogo v procesu začetnega opismenjevanja. Najvišja stopnja glasovnega zavedanja je fonemsko zavedanje. Gre za razumevanje, da so besede sestavljene iz posameznih glasov, fonemov in za zmožnost manipuliranja s temi glasovi (členjene, spajanje in manipuliranje z glasovi z namenom sestaviti novo smiselno besedo). Glasovno zavedanje je tudi dober napovedovalec uspešnosti branja in razumevanja pri branju. S preizkusi znanja smo z deskriptivno in kavzalno-ne eksperimentalno metodo raziskovali, v kakšni meri je pri otrocih tretjega razreda razvita najvišja stopnja glasovnega zavedanja (fonemsko zavedanje), kako je pri učencih razvito bralno razumevanje in kakšen je napredek učencev v petih mesecih. Obe preverjanji, z razmahom petih mesecev, sta bila izvedena z istim instrumentarijem, saj le tako lahko govorimo o konkretnem in realnem napredku učencev.

Keywords

razredni pouk;branje;pisanje;glasovno zavedanje;fonemsko zavedanje;razumevanje;diplomska dela;

Data

Language:	Slovenian
Year of publishing:	2011
Source:	Maribor
Typology:	2.11 - Undergraduate Thesis
Organization:	UM FF - Faculty of Arts
Publisher:	[T. Slana]
UDC:	82(043.2)
COBISS:	18339336
Views:	2623
Downloads:	310
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	MANIPULATION OF PHONETIC AWARENESS
Secondary abstract:	The development of child's linguistic ability begins right after his birth. However for creation of connected speech and linguistic structure is needed development of vocal system, which includes the development of voice perceiving (vocal consciousness) and process of individual words' pronunciation. It is important to highlight that the child develops his abilities for learning of reading and writing before he goes to school. Reading and writing are complex and difficult activities. At reading the child has to see the letter and transform it into voice and opposite at writing - he has to hear the voice and transform it into the letter. Thus responsible abilities, visual and vocal, are the most important for initial reading and writing. The ability of vocal consciousness is the ability of voices' distinction in language and its constituent parts (words, sentences). This ability has decisive role in the process of initial literacy. The highest level of vocal consciousness is phonemic consciousness. This is the comprehension that the words are compounded of individual voices, phonemes and the ability of manipulating with these voices (segmentation, combination and manipulation with voices with the intention of compounding new sensible word). Vocal consciousness is also good announcer of reading and reading comprehension successfulness. With examinations with descriptive and indicating non-experimental method we have investigated in what measure the highest level of voice consciousness (phonemic consciousness) has been developed at children of third grade, how reading comprehension is developed at pupils and what has been the progress of pupils in four months. Both examinations with interval of five months have been executed with the same instrument, because that is the only way to speak about concrete and real progress of pupils.
Secondary keywords:	reading;writing;vocal awareness;phonemic awareness;reading comprehension;
URN:	URN:SI:UM:
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. v Mariboru, Pedagoška fak., Oddelek za razredni pouk
Pages:	115 f., [6] f. pril.
Keywords (UDC):	language;linguistics;literature;jezikoslovje;filologija;književnost;literature;književnost;
ID:	19232