magistrsko delo
Medina Muratović (Avtor), Milena Košak Babuder (Mentor)

Povzetek

Sodobni, funkcionalno pismen bralec mora obvladati fleksibilno branje raznovrstnega gradiva, s katerim se dnevno srečuje. To od posameznika zahteva poznavanje in uporabo različnih bralnih strategij, s pomočjo katerih doseže cilj branja. Zato je razvoj bralnih zmožnosti oziroma spretnosti eden izmed ključnih ciljev osnovnega izobraževanja. Tako slovenski kot tuji avtorji v svojih raziskavah ugotavljajo, da je med učenci v osnovni šoli veliko tistih, ki se srečujejo s težavami v procesu opismenjevanja. Med njimi so učenci s splošnimi in specifičnimi učnimi težavami. Specifične težave na področju branja in pisanja so najpogostejše ter najbolj raziskane specifične motnje učenja. Le-te ovirajo učenje osnovnih šolskih veščin, branja, pisanja in računanja, saj vplivajo na sposobnost predelovanja, interpretiranja in povezovanja zaznanih informacij, zaradi česar je otežena avtomatizacija omenjenih veščin. Specifične učne težave, za katere so značilne težave na področju branja in pisanja, imajo torej ključen vpliv na posameznikovo učno uspešnost. Za obravnavo in nudenje pomoči učencem z učnimi težavami in tudi s težavami na področju branja ter pisanja, v Sloveniji uporabljamo petstopenjski model pomoči in podpore, ki na kontinuumu zagotavlja različno intenzivne oblike pomoči. Tako je za uspešno učenje branja pri učencih s specifičnimi učnimi težavami na področju branja ključno, da se posebna pozornost usmeri na razvijanje tekočnosti branja, besedišča in bralnega razumevanja z različnimi bralnimi strategijami. Vodeno branje, ki je že več kot dve desetletji poznan, priznan in dokazano učinkovit pristop za poučevanje branja po svetu, predstavlja dosledno, strukturirano, individualno prilagojeno ter eksplicitno poučevanje bralnih strategij. Poteka v manjših skupinah učencev, s približno enako razvitimi bralnimi zmožnostmi, usvojene strategije pa pomagajo učencem pri uspešnejšem samostojnem učenju. Ker je za uspešno učenje učinkovitih bralnih strategij ključno učiteljevo spodbujanje učencev, predstavlja vodeno branje eno izmed možnih oblik skupinske pomoči, ki bi jo lahko izvajali na 3. stopnji petstopenjskega modela pomoči in podpore za učence z bralnimi težavami. V empiričnem delu smo se osredotočili na oblikovanje in prilagoditev programa vodenega branja za učence s specifičnimi učnimi težavami na področju branja. Z izvedbo programa smo preverili njegovo učinkovitost za izboljšanje bralnih spretnosti učencev. V raziskavo je bilo vključenih 6 učencev četrtega razreda, ki so bili razdeljeni v eksperimentalno (ES) in kontrolno (KS) skupino. Učenci ES so bili deležni programa vodenega branja, medtem ko učenci KS v program niso bili vključeni. Program vodenega branja se je izvajal tri mesece, od začetka oktobra do konca decembra 2019. Obsegal je 20 srečanj, vsako srečanje je trajalo 45 minut. Učinkovitost programa smo preverili s primerjavo rezultatov, pridobljenih s podtesti preizkusa ACADIA, preizkusa SNAP, Testa motenosti branja in pisanja MBP, s testom tekočnosti branja CBM in preizkusom bralnega razumevanja. Primerjava rezultatov začetnega in končnega testiranja je pokazala, da so učenci ES bolj napredovali v skoraj vseh bralnih spretnostih v primerjavi z učenci KS. Po izvedenem programu vodenega branja so boljše rezultate dosegli na področju fonološkega zavedanja, dekodiranja, besedišča in tekočnosti branja. Največji napredek pa so učenci ES izkazali na področju hitrosti, natančnosti in izraznosti branja. Z analizo rezultatov smo tako potrdili učinkovitost programa vodenega branja, kar nakazuje potrebo po izvajanju tovrstnih programov.

Ključne besede

pismenost;bralno razumevanje;sprotno spremljanje branja;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [M. Muratović]
UDK: 376:028(043.2)
COBISS: 23330819 Povezava se bo odprla v novem oknu
Št. ogledov: 318
Št. prenosov: 31
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: A guided reading program for pupils with specific reading difficulties
Sekundarni povzetek: A contemporary and functionally literate reader has to excel in flexible reading of diverse material which he encounters on daily basis. This demands that an individual knows and uses different reading strategies which help him achieve the reading goal. This is why the development of reading capabilities or skills is one of the main goals of elementary education. Slovene and foreign authors claim in their research that there are a lot of pupils in elementary school that have problems with the literacy process. These students have general and specific learning problems. Specific problems in the field of reading and writing are the most explored specific learning disorders. They obstruct the learning of elementary school reading, writing and calculating skills because they affect the ability of processing, interpreting and connecting the perceived information. Therefore, the automatization of previously mentioned skills is worsened. Specific learning problems, where reading and writing problems are typical, have a key influence on a person's learning successfulness. In Slovenia we use a five-level model of help and support to treat students who either have learning problems or have problems with reading and writing. This model on the continuum ensures different intensive forms of help. For the successful learning of reading with students who have specific reading problems it is key to focus a special attention to developing the fluency of reading, vocabulary and reading comprehension using different reading strategies. Guided reading, which is for more than two decades a known, recognized and proven effective approach to teach reading around the world, represents a consistent, structured, individually customized and explicit teaching of reading strategies. It takes place in smaller groups of students with approximately the same reading capabilities. The adopted strategies help the students with successful independent learning. A teacher’s encouragement is key for a successful learning of effective reading strategies. Therefore, guided reading represents one of the possible forms of group help. This could be done on the third level of the five-level model of help and support for students with reading difficulties. In the empirical part we focused on the design and adjustment to the programme of guided reading for the students with specific reading problems. With the performance of the programme we checked its effectiveness to improve students’ reading skills. There were six fourth-grade students involved in the research. They were divided into an experimental (EG) and controlled (CG) group. The EG students had the guided reading programme and the CG students did not. The guided reading programme lasted for three months, from the beginning of October till the end of December 2019. There were 20 meetings and each meeting lasted for 45 minutes. We checked the effectiveness of the programme with the comparison of results, which we received with subtests from ACADIA, SNAP, the reading and writing disruption test, the reading fluency test and the reading comprehension test. The comparison of the results from the start and the end testing showed that the EG students showed more progress in almost all reading skills than the CG students. After the guided reading programme, they achieved better results in phonological awareness, decoding, vocabulary and reading fluency. The EG students showed the most progress at speed, accuracy and reading expressiveness. With the analysis of the results we confirmed the effectiveness of the guided reading programme which shows the need to execute such programmes.
Sekundarne ključne besede: reading;backward child;branje;otrok s posebnimi potrebami;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika, Posebne razvojne in učne težave
Strani: IX f., 150 str.
ID: 11913329