Vpliv zunanjih dejavnikov na razumevanje pri branju v I. triletju

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2014
Izvor:	Ljubljana
Tipologija:	2.09 - Magistrsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[T. Strojan]
UDK:	373.3:028(043.2)
COBISS:	10023497
Št. ogledov:	2066
Št. prenosov:	353
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	The impact of external factors on reading comprehension in the first three-year cycle
Sekundarni povzetek:	The development of phonological skills is an important part of child's speech development. Phonological skills also include those skills that present the basis of two important processes – reading and writing, which a child learns in the starting schooling period. When learning how to read and write, it is also important to understand and compose written texts. The first step to improving reading comprehension is to enrich vocabulary and even more to enhance reading comprehension itself. The research focuses on determining and analysing some external factors which impact the development of phonological skills in the elementary school third grade students and on their reading comprehension. The connection of phonological skills with the success rate of reading comprehension and the impact of external factors on their success was established on a sample of 200 children. The Chi-Square Distribution test, Z-test and Levene's test to assess the equality of variances were used in the research to confirm the connection of phonological skills with reading comprehension. The research simultaneously confirmed the impact of gender, age, socio-cultural level of a child, spoken communication and reading habits on the development of phonological skills as well as on reading comprehension, however, it did not confirm the impact of bilingualism. Based on the research findings, it has been found that more attention should be dedicated to systematic skill development during the teaching process, since these skills present the foundation for initial literacy. This can also impact the improvement of reading comprehension. Due to a significant impact of external factors, the child's environment should also be considered in the literacy process.
Sekundarne ključne besede:	reading;comprehension;primary school;branje;razumevanje;osnovna šola;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Magistrsko delo
Komentar na gradivo:	Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani:	IX f., 110 str., [40] str. pril.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Vpliv zunanjih dejavnikov na razumevanje pri branju v I. triletju
Ključne besede (ePrints):	fonološke spretnosti
Ključne besede (ePrints, sekundarni jezik):	Phonological skills
Povzetek (ePrints):	Pomemben del govornega razvoja otroka predstavlja razvijanje fonoloških spretnosti. Fonološke spretnosti so tudi tiste spretnosti, ki predstavljajo temelj dveh pomembnih procesov – branja in pisanja, s katerima se otrok sreča v začetnem obdobju šolanja. Pri učenju branja in pisanja je pomembno tudi razumevanje in tvorjenje zapisanih besedil. Prvi korak k izboljšanju razumevanja pri branju predstavlja širjenje besednega zaklada, še bolj pa na razumevanje pri branju. Raziskava je bila usmerjena v določanje in analiziranje nekaterih zunanjih dejavnikov na razvoj fonoloških spretnosti tretjega razreda osnovne šole in na njihovo razumevanje pri branju Na vzorcu 200 otrok smo ugotavljali povezanost fonoloških spretnosti z uspešnostjo razumevanja pri branju in vpliv zunanjih dejavnikov na njihovo uspešnost. V raziskavi smo s testom Hi-kvadrat, z-testom in Levenovim testom enakosti varianc potrdili povezanost fonoloških spretnosti z razumevanjem pri branju. Raziskava je hkrati potrdila vpliv spola, starosti, socialnokulturne ravni otroka, govorne komunikacije in bralnih navad tako na razvoj fonoloških spretnosti kot tudi na razumevanje pri branju, ni pa potrdila vpliva bilingvizma nanje. Ugotovitve so pokazale, da je potrebno pri izvajanju učnega procesa več pozornosti posvetiti sistematičnemu razvoju spretnosti, ki predstavljajo temelj začetnega opismenjevanja. Tako lahko vplivamo tudi na izboljšanje bralnega razumevanja. Zaradi velikega vpliva zunanjih dejavnih moramo upoštevati pri procesu opismenjevanja tudi okolje, iz katerega otrok izhaja.
Povzetek (ePrints, sekundarni jezik):	The development of phonological skills is an important part of child's speech development. Phonological skills also include those skills that present the basis of two important processes – reading and writing, which a child learns in the starting schooling period. When learning how to read and write, it is also important to understand and compose written texts. The first step to improving reading comprehension is to enrich vocabulary and even more to enhance reading comprehension itself. The research focuses on determining and analysing some external factors which impact the development of phonological skills in the elementary school third grade students and on their reading comprehension. The connection of phonological skills with the success rate of reading comprehension and the impact of external factors on their success was established on a sample of 200 children. The Chi-Square Distribution test, Z-test and Levene's test to assess the equality of variances were used in the research to confirm the connection of phonological skills with reading comprehension. The research simultaneously confirmed the impact of gender, age, socio-cultural level of a child, spoken communication and reading habits on the development of phonological skills as well as on reading comprehension, however, it did not confirm the impact of bilingualism. Based on the research findings, it has been found that more attention should be dedicated to systematic skill development during the teaching process, since these skills present the foundation for initial literacy. This can also impact the improvement of reading comprehension. Due to a significant impact of external factors, the child's environment should also be considered in the literacy process.
Ključne besede (ePrints, sekundarni jezik):	Phonological skills
ID:	8327971