diplomsko delo
Barbara Hojs (Author), Mojca Lipec-Stopar (Mentor)

Abstract

Branje je nekaj, kar nas spremlja na vsakem koraku, z oblikami branja se srečujemo vse od zgodnjega otroštva naprej. Še bolj pomembno postane branje tekom osnovnošolskega izobraževanja. Učenci se s podatki seznanjajo preko pisnega gradiva, naj bodo to učbeniki, knjige ali celo splet. Da pa lahko učenci prebrane informacije uporabijo, morajo prebrano razumeti. Uspešen učenec je tisti, ki bere tekoče, dovolj hitro, prebrano razume in zna svoje znanje uporabiti. Učenec, ki tega ne zmore sodi največkrat med manj uspešne učence. Med učenci, ki se tekom vzgojno-izobraževalnega procesa pogosto spopadajo s težavami na področju branja in bralnega razumevanja, so tudi učenci, ki obiskujejo vzgojno-izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo ali prilagojen program vzgoje in izobraževanja z nižjim izobrazbenim standardom. Namen diplomskega dela je preveriti in primerjati raven bralnega razumevanja učencev, ki obiskujejo 8. razred dveh različnih osnovnošolskih programov. Izvedli smo preizkus bralnega razumevanja, ki je zajemal dve besedili (umetnostno in neumetnostno besedilo), s katerima smo želeli preveriti raven bralnega razumevanja učencev, ter primerjati bralno razumevanje med obema skupinama učencev. Besedili sta bili v dveh programih nekoliko različni po težavnosti (dolžina besedila) vprašanja in naloge pa so bile podobno zastavljene (različne ravni zastavljenih vprašanj). Pričakovali smo, da bodo učenci, ki obiskujejo program osnovne šole s prilagojenim izvajanjem in dodatno strokovno pomočjo dosegli statistično dokazljivo višje rezultate od učencev, ki obiskujejo prilagojen program osnovne šole z nižjim izobrazbenim standardom in da slednjim učencem ne bo uspelo doseči tretje, najvišje ravni bralnega razumevanja. Rezultati kažejo, da so učenci, ki obiskujejo vzgojno izobraževalni program s prilagojenim izvajanjem in dodatno strokovno pomočjo, dosegli boljše rezultate le na prvi stopnji bralnega razumevanja, na ravni besednega razumevanja, na najvišjem nivoju, pri uporabnem razumevanju, pa razlik med obema skupinama nismo mogli dokazati.

Keywords

bralno razumevanje;učenci s posebnimi potrebami;testi bralnega razumevanja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [B. Hojs]
UDC: 376:028(043.2)
COBISS: 11275081 Link will open in a new window
Views: 687
Downloads: 87
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Other data

Secondary language: English
Secondary title: Comparison of reading comprehension among students with specila needs two primary programs
Secondary abstract: Reading accompanies us throughout the whole life, from the early childhood we encounter different forms of reading. It becomes essential in Primary school education. Students are dealing with different written data, either from books, workbooks or internet. In order to reuse this data, students have to understand what they are reading. Successful students are those, who can read fluently, fast enough, understand the read data and can reuse this knowledge. Students, who are not able to achieve all that, usually have difficulties and are less successful. Among these are students with special needs, who attend regular schools with additional support for students with special needs and basic schools for children with special needs. The purpose of this Diploma paper is to establish the level of reading comprehension of students, who attend 8th grade of two different school programmes, and make comparison among their reading comprehension. We carried out the reading comprehension test, which had two texts (an art text and a journalistic text). The aim of this test was to establish the level of students’ reading comprehension and to compare students from two different school programmes. Texts varied in length (texts were shorter for students from basic schools for children with special needs), but the questions and tasks were set similarly and had different levels of difficulty. We expected that students with special needs, who attend regular schools with additional support, would achieve better results than students, who attend basic schools for children with special needs. We also expected that the latter students would not achieve the highest level of reading comprehension. The results have shown that the students with special needs from regular schools achieved better results only on the first level of reading comprehension, while there was no difference among two groups on the highest level of reading comprehension.
Secondary keywords: backward child;reading;primary education;otrok s posebnimi potrebami;branje;osnovnošolski pouk;
File type: application/pdf
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages: 84 str.
ID: 9215225