Predbralne zmožnosti v posebnem programu vzgoje in izobraževanja

Abstract

Keywords

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Language:	Slovenian
Year of publishing:	2013
Source:	Izola
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[M. Padar]
UDC:	376.1(043.2)
COBISS:	9698889
Views:	755
Downloads:	132
Average score:	0 (0 votes)
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Secondary language:	English
Secondary title:	Pre-reading skills within special education programme
Secondary abstract:	Literacy is an important part in the special programme of education. Children with mental retardation have slower cognitive development, so the programme provides more time to develop pre-reading skills. Further learning to read and reading comprehension training, depend on the individual's ability. The purpose of the research was to gain an insight into some pre-reading skills of children within the special programme of education. There were thirty participants from five grades of the programme. I made a test, designed especcialy for children with mental retardation. The test has different exercises about print knowledge. I gained information about the linguistic comprehension in texts, which are read by another person and in texts, which are read by the participant. Next part of the test includes exercises about visual perception, tracking and differentiation. The last pre-reading skill is phonological awareness. I observed the awareness of word length, rhyme awareness, and also the children's ability to differentiate and segmenting ability. Between the participants on same level of the programme there are noticeable differences. The average results show print knowledge and visual perception as higher developed abillities, while linguistic comprehension and phonological awareness are on a lower level. Results are markedly high in visual perception and visual differentiation. On the other hand, the ability of visual tracking, rhyme awareness and the ability to segment are low. The number of the participants, which have learned to read, is higher from grade to grade, on the other hand reading comprehension stays low. Results on the whole test were the lowest among children at the beginning of school, and the highest by adolescents at the fifth grade. We can conclude, that the maturation process and the targeted activities during schooling affect the development of the pre-reading skills of children with mental retardation.
Secondary keywords:	remedial instruction sciences;reading;literacy;specialna pedagogika;branje;pismenost;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	140 str.
Type (ePrints):	thesis
Title (ePrints):	Pre-reading skills within special education programme
Keywords (ePrints):	predbralne zmožnosti
Keywords (ePrints, secondary language):	pre-reading skills
Abstract (ePrints):	Opismenjevanje je pomemben del posebnega programa vzgoje in izobraževanja, v katerega so vključeni otroci in mladostniki z motnjo v duševnem razvoju. Zaradi upočasnjenega kognitivnega razvoja učencev, program dlje časa predvideva razvijanje predbralnih zmožnosti. V skladu s sposobnostmi vsakega posameznika, se kasneje priključita še učenje veščine branja in urjenje bralnega razumevanja. Razvoj pismenosti je torej del programa, zato sem želela dobiti vpogled v nekatere predbralne zmožnosti pri otrocih in mladostnikih, ki so usmerjeni v posebni program vzgoje in izobraževanja. V raziskavi je sodelovalo trideset učencev, ki so razporejeni na vseh pet stopenj šolanja. V ta namen sem sestavila preizkus, prilagojen osebam z motnjo v duševnem razvoju. Preko različnih nalog sem ugotavljala, kako poznajo koncept tiska. Zanimalo me je, kolikšno je njihovo razumevanje jezika v besedilih, ki jih slišijo, in kolikšno v tistih, ki jih preberejo sami. Opazovala sem tudi, v kolikšni meri zmorejo vidno zaznavati, slediti in razločevati. Preverjeno je bilo še fonološko zavedanje, in sicer zavedanje dolžine besed, zavedanje rime, zmožnost slušnega razločevanja ter razčlenjevanja. Na vseh področjih so opazne razlike med posamezniki v isti skupini, vendar lahko iz povprečnih dosežkov opazimo naslednje. Višje razviti zmožnosti sta poznavanje koncepta tiska in vidno zaznavanje, za nižje razviti pa sta se izkazali jezikovno razumevanje ter fonološko zavedanje. Dosežki so izrazito visoki pri samem vidnem zaznavanju in vidnem razločevanju. To ne velja za zmožnost vidnega sledenja, saj so tu rezultati nizki. Tudi zaznavanje rime in zmožnost slušnega razčlenjevanja sta se izkazali za slabše razviti veščini. Število učencev, ki so usvojili dekodiranje, se s stopnje na stopnjo povečuje, bralno razumevanje pa ostaja nizko. Dosežki na celotnem preizkusu so bili najnižji pri otrocih na začetku šolanja, najvišji pa pri mladostnikih, ki obiskujejo peto stopnjo. Iz tega lahko sklenemo, da na razvoj predbralnih zmožnosti otrok z motnjo v duševnem razvoju vplivata tako proces zorenja kot tudi v ta namen usmerjene aktivnosti v času šolanja.
Abstract (ePrints, secondary language):	Literacy is an important part in the special programme of education. Children with mental retardation have slower cognitive development, so the programme provides more time to develop pre-reading skills. Further learning to read and reading comprehension training, depend on the individual's ability. The purpose of the research was to gain an insight into some pre-reading skills of children within the special programme of education. There were thirty participants from five grades of the programme. I made a test, designed especcialy for children with mental retardation. The test has different exercises about print knowledge. I gained information about the linguistic comprehension in texts, which are read by another person and in texts, which are read by the participant. Next part of the test includes exercises about visual perception, tracking and differentiation. The last pre-reading skill is phonological awareness. I observed the awareness of word length, rhyme awareness, and also the children's ability to differentiate and segmenting ability. Between the participants on same level of the programme there are noticeable differences. The average results show print knowledge and visual perception as higher developed abillities, while linguistic comprehension and phonological awareness are on a lower level. Results are markedly high in visual perception and visual differentiation. On the other hand, the ability of visual tracking, rhyme awareness and the ability to segment are low. The number of the participants, which have learned to read, is higher from grade to grade, on the other hand reading comprehension stays low. Results on the whole test were the lowest among children at the beginning of school, and the highest by adolescents at the fifth grade. We can conclude, that the maturation process and the targeted activities during schooling affect the development of the pre-reading skills of children with mental retardation.
Keywords (ePrints, secondary language):	pre-reading skills
ID:	8311596