Učinkovitost grafomotoričnega treninga v tretjem razredu redne osnovne šole

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Language:	Slovenian
Year of publishing:	2013
Source:	Ljubljana
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Gortnar]
UDC:	373.32.016:003(043.2)
COBISS:	9621065
Views:	1091
Downloads:	185
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	The effectiveness of graphomotor training in the third grade of elementary school
Secondary abstract:	A suitably developed graphomotor skill is an important element for successful writing. Problems in this field do not only affect the school performance but may as well have a broader negative impact on an individual's self-esteem, their social contacts, etc. (Golli, 1991; Regvar 1990). Several results of studies, both abroad and in Slovenia, have shown that regular training of graphomotor skills can improve one’s writing performance (Marquardt in Lipičnik, 2011; Cahill, 2009). The purpose of our research was to develop a systematic two-month graphomotor skills training and examine the effect of the training on the improvement of certain cognitive aspects of writing, graphomotor skills and orthography. The training was carried out with two third-grade regular elementary school pupils. Both of them have significant problems in the field of writing. Before and after the training, we compared their results with the results of two pupils who were not part of the training and formed the control group. One of them has disabilities in the field of writing, while the other does not. Before and after the training all the pupils were tested with the ACADIA and SNAP subtests as well as assessed for signs of dysgraphia in their handwriting. The results of the two-month training have shown improvement of certain skills that significantly affect the successful development of writing. Improvement, compared to the two pupils in the control group, can be seen in the area of visual-motor coordination, visual tracking and visual perception; the handwriting is easier to read, the letters are better formed and of proportional sizes. One of the pupils developed the correct writing grip and reduced the pressure on pencil while writing. Based on the two case studies which were carried out with the two pupils of the third class we can conclude that firstly, before the process of systematic literacy it is necessary to focus on the development of skills required for writing (motor skills, visual perception, etc.); secondly, with a carefully planned and regular training of writing skills we can improve some aspects of pupils’ writing. The study results also indicate the need for greater attention to the systematic preparation in the early stages of writing instruction.
Secondary keywords:	graphomotor activity;dysgraphia;motor activity;case study;grafomotorika;disgrafija;motorika;študija primera;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	XI, 107 str.
Type (ePrints):	thesis
Title (ePrints):	The effectiveness of graphomotor training in the third grade of elementary school
Keywords (ePrints):	pisanje
Keywords (ePrints, secondary language):	writing
Abstract (ePrints):	Ustrezno razvita grafomotorika je pomemben element uspešnega pisanja. Težave na tem področju ne vplivajo le na šolsko uspešnost, temveč se lahko odražajo tudi mnogo širše, na posameznikovi samopodobi, socialnem prilagajanju itd. (Golli, 1991; Regvar 1990). Rezultati številnih študij v tujini in pri nas so pokazali, da se lahko z rednim treningom grafomotorike izboljšajo nekatere veščine, ki vplivajo na pisanje (Marquardt in Lipičnik, 2011; Cahill, 2009). Namen diplomskega dela je bil oblikovati sistematični dvomesečni trening grafomotorike ter preveriti vpliv treninga na izboljšanje kognitivnih vidikov pisanja, na izboljšanje učenčevih grafomotoričnih veščin in na upoštevanje pravopisnih pravil. Trening je bil izveden z dvema učencema, ki obiskujeta tretji razred redne osnovne šole. Oba imata izrazite težave na področju pisanja. Pred in po treningu smo rezultate primerjali z rezultati dveh učencev, ki v trening nista bila vključena in sta predstavljala kontrolno skupino. Eden izmed njiju ima težave na področju pisanja, drugi pa ne. Pred in po izvedbi treninga so bili vsi učenci testirani s podtesti preizkusa ACADIA, podtesti preizkusa SNAP in z lestvico za oceno znakov disgrafije v rokopisu. Po končanem dvomesečnem treningu so rezultati pokazali, da so se pri učencih, vključenih v trening, izboljšale nekatere spretnosti, ki pomembno vplivajo na uspešen razvoj pisanja. Napredek v primerjavi z učencema v kontrolni skupini lahko opazimo na področju vidno-motorične koordinacije, vidnega sledenja in vidnega zaznavanja. Pisava je lažje berljiva, črke so lepše oblikovane in sorazmernih velikosti. Pri pisanju je en učenec razvil pravilen oprijem pisala in zmanjšal pritisk na podlago. Na osnovi študije dveh primerov, ki sta bili izvedeni z učencema tretjega razreda, lahko zaključimo, da je treba pred sistematičnim opismenjevanjem pozornost posvetiti razvoju spretnosti, potrebnih za pisanje (motorika, vidno zaznavanje itd.), in da s skrbno načrtovanim in rednim treningom pisanja lahko izboljšamo nekatere vidike pisanja pri učencih. Rezultati študije nakazujejo tudi potrebo po posvečanju večje pozornosti sistematičnim pripravam v začetni fazi opismenjevanja.
Abstract (ePrints, secondary language):	A suitably developed graphomotor skill is an important element for successful writing. Problems in this field do not only affect the school performance but may as well have a broader negative impact on an individual's self-esteem, their social contacts, etc. (Golli, 1991; Regvar 1990). Several results of studies, both abroad and in Slovenia, have shown that regular training of graphomotor skills can improve one’s writing performance (Marquardt in Lipičnik, 2011; Cahill, 2009). The purpose of our research was to develop a systematic two-month graphomotor skills training and examine the effect of the training on the improvement of certain cognitive aspects of writing, graphomotor skills and orthography. The training was carried out with two third-grade regular elementary school pupils. Both of them have significant problems in the field of writing. Before and after the training, we compared their results with the results of two pupils who were not part of the training and formed the control group. One of them has disabilities in the field of writing, while the other does not. Before and after the training all the pupils were tested with the ACADIA and SNAP subtests as well as assessed for signs of dysgraphia in their handwriting. The results of the two-month training have shown improvement of certain skills that significantly affect the successful development of writing. Improvement, compared to the two pupils in the control group, can be seen in the area of visual-motor coordination, visual tracking and visual perception; the handwriting is easier to read, the letters are better formed and of proportional sizes. One of the pupils developed the correct writing grip and reduced the pressure on pencil while writing. Based on the two case studies which were carried out with the two pupils of the third class we can conclude that firstly, before the process of systematic literacy it is necessary to focus on the development of skills required for writing (motor skills, visual perception, etc.); secondly, with a carefully planned and regular training of writing skills we can improve some aspects of pupils’ writing. The study results also indicate the need for greater attention to the systematic preparation in the early stages of writing instruction.
Keywords (ePrints, secondary language):	writing
ID:	8311340