magistrsko delo
Lucija Černilogar (Avtor), Lidija Magajna (Mentor), Milena Košak Babuder (Komentor)

Povzetek

Branje je pomembna spretnost za vsakodnevno delovanje vsakega posameznika. Kljub temu nekateri ob bralni aktivnosti doživljajo manj prijetna občutja, kar v izrazitih primerih lahko vodi tudi do bralne anksioznosti. Dokazano je, da učenci s primanjkljaji na posameznih področjih učenja (v nadaljevanju tudi PPPU) dosegajo na merah splošne oz. generalizirane anksioznosti višje povprečne rezultate v primerjavi z vrstniki brez diagnosticiranih težav; visoka stopnja anksioznosti pa posledično vpliva tudi na manj učinkovito spoprijemanje s šolskimi nalogami. Kljub pomembnosti je področje bralne anksioznosti pri učencih s PPPU še relativno malo raziskano, zato je bil namen magistrskega dela proučiti bralno anksioznost in tudi morebitno povezavo z bralnim razumevanjem ter bralnimi učnimi strategijami pri učencih s PPPU v primerjavi z vrstniki brez diagnosticiranih težav. V raziskavo je bilo vključenih 27 učencev z diagnosticiranimi PPPU in 25 vrstnikov brez PPPU, obeh spolov, od 5. do 9. razreda osnovne šole. Za pridobivanje podatkov so bili uporabljeni trije instrumenti: Lestvica bralne anksioznosti, drugi del Vprašalnika o učnih strategijah in Enominutni test glasnega in tihega branja. Rezultati so pokazali, da skupina učencev s PPPU v skupnem povprečju dosega nekoliko višjo povprečno vrednost na celotni lestvici kot vrstniki brez PPPU, vendar pa razlika med skupinama ni statistično pomembna. Učenci s PPPU najvišjo raven bralne anksioznosti izkazujejo pri podlestvici bralno razumevanje in analiza, enako tudi njihovi vrstniki brez PPPU, najnižjo raven pa učenci s PPPU izkazujejo pri podlestvici načrtovanje bralnega procesa, medtem ko vrstniki brez PPPU najnižjo raven izkazujejo pri podlestvici podporni dejavniki branja. Dekleta s PPPU dosegajo v povprečju višjo raven bralne anksioznosti kot fantje s PPPU na celotni lestvici, kot tudi pri vseh treh podlestvicah. Mlajša starostna skupina učencev s PPPU v primerjavi s starejšo starostno skupino učencev s PPPU v povprečju dosega višji rezultat na celotni lestvici in prvi ter drugi podlestvici (načrtovanje bralnega procesa, podporni dejavniki branja), medtem ko so pri tretji podlestvici (bralno razumevanje in analiza) nekoliko višji povprečni rezultat dosegli učenci s PPPU starejše starostne skupine. Pri učencih s PPPU obstaja nizka pozitivna povezava med ravnjo bralne anksioznosti in bralnim razumevanjem ter nizka pozitivna povezava med ravnjo bralne anksioznosti in uporabo bralnih učnih strategij. Ugotovili smo tudi, da se učenci s PPPU razlikujejo v doseženih povprečnih vrednostih od učencev brez PPPU, in sicer pri bralni anksioznosti kakor tudi pri bralnem razumevanju in bralno učnih strategijah, vendar se je statistično pomembna razlika pokazala samo pri bralnem razumevanju.

Ključne besede

bralne navade;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [L. Černilogar]
UDK: 376:028(043.2)
COBISS: 12001609 Povezava se bo odprla v novem oknu
Št. ogledov: 778
Št. prenosov: 122
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Reading anxiety, reading comprehension and reading-to-learn strategies in students with specific learning difficulties
Sekundarni povzetek: Reading is an important skill for daily operations of each individual. Despite this fact, some individuals experience less pleasant feelings during reading, which in extreme cases can also lead to reading anxiety. It was proven that students with specific learning disabilities (hereinafter SLD) rank higher in terms of generalized anxiety compared to their peers with no diagnosed problems and consequently, a high level of anxiety contributes to less efficient coping with school tasks. Despite its importance, the field of reading anxiety in students with SLD is still relatively under-researched. The purpose of the master’s thesis was therefore to study reading anxiety and its possible correlation with reading comprehension and reading learning strategies in students with SLD compared to their peers with no diagnosed problems. The research consisted of 27 students with diagnosed SLD and 25 peers with no diagnosed SLD of both sexes, attending grades 5-9 of primary school. In order to obtain data, we have used three instruments: Reading anxiety scale, the second part of the Learning strategies questionnaire and the One-minute test of loud and quiet reading. The results have shown that the group of students with SLD is in total averagely ranking higher on the entire scale than their peers with no SLD, but the difference between the groups is not statistically significant. Students with SLD as well as their peers with no SLD express the highest level of reading anxiety on the subscale Reading comprehension and analysis. Students with SLD express the lowest reading anxiety on the subscale Planning of the reading process, while their peers with no SLD express the lowest level of reading anxiety on the subscale Supporting factors of reading. Girls with SLD averagely express higher levels of reading anxiety then boys with SLD on the entire scale as well as on all the subscales. The younger age group with SLD is expressing higher reading anxiety as the older age group with SLD on the entire scale and the first and second subscales (Planning of the reading process, Supporting factors of reading), while older students with SLD express averagely higher reading anxiety on the third subscale (Reading comprehension and analysis). In students with SLD, there is a low positive correlation between the level of reading anxiety and reading comprehension and a low positive correlation between the level of reading anxiety and the use of reading learning strategies. Finally, we have also found that students with SLD differ from students with no SLD in terms of average reached levels of reading anxiety as well as in terms of reading comprehension and reading learning strategies, but a statistically significant difference manifested only in the case of reading comprehension.
Sekundarne ključne besede: reading;primary education;learning difficulty;branje;osnovnošolski pouk;učne težave;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Oddelek za specialno in rehabilitacijsko pedagogiko, Posebne razvojne in učne težave
Strani: 85 str.
ID: 10936155