vpliv dobre poučevalne prakse in treninga bralne tekočnosti
Sandra Vuleta (Avtor), Lidija Magajna (Mentor), Marija Kavkler (Komentor)

Povzetek

Bralna tekočnost je pomembna sestavina branja, ki je povezana z bralnim razumevanjem in učno uspešnostjo. Izsledki študije Eurydice (2011) kažejo, da učenci priseljenci niso tako uspešni pri branju kot otroci države gostiteljice. Poučevanje branja otrok, katerih materni jezik ni učni jezik, spada med pomembne naloge šole (prav tam), zato je izboljšanje tekočnosti branja še posebej pomembno pri dvojezičnih učencih in učencih z bralnimi težavami. Osrednji cilj raziskave je bil ugotoviti vpliv dobre poučevalne prakse in treninga za razvoj tekočnosti branja na bralno tekočnost pri enojezičnih in dvojezičnih učencih v 3. razredu osnovne šole. V celoten vzorec smo zajeli 145 učencev 3. razreda. Razdeljeni so bili na proučevano in kontrolno skupino. V proučevani skupini je bilo 79 enojezičnih in dvojezičnih učencev. Proučevana skupina je vključevala še podvzorec 13 učencev s težavami na področju branja, od tega je bilo 5 enojezičnih in 8 dvojezičnih učencev. V kontrolni skupini je bilo 66 enojezičnih in dvojezičnih učencev. Tudi kontrolna skupina je vključevala podvzorec 9 učencev s težavami na področju branja, od tega so bili 4 enojezični in 5 dvojezičnih učencev. V obeh skupinah sta bili izvedeni dve merjenji, v katerih so bile ocenjene učenčeve bralne zmožnosti v jesenskem in spomladanskem času. Tako proučevana kot kontrolna skupina se na začetku prvega merjenja ni razlikovala v bralnih zmožnostih. Proučevana skupina je bila deležna primerov dobre prakse, podvzorec proučevane skupine pa še dodatnega 17-urnega treninga za razvijanje tekočnosti branja, ki je potekal dvakrat tedensko. Kontrolna skupina tega ni bila deležna. Za ugotavljanje bralnih zmožnosti učencev proučevane in kontrolne skupine pred in po dobri poučevalni praksi in treningu branja je bil uporabljen standardiziran merski instrument Ocenjevalna shema bralnih zmožnosti učenca za 3. razred (OSBZ-3), ki služi za preverjanje bralnih zmožnosti učencev in odkrivanje tistih učencev, ki ne dosegajo minimalnih bralnih standardov. Uporabljena je bila verzija OSBZ-3 (Z-verzija na začetku in K-verzija ob koncu šolskega leta). Pristop raziskovanja je bil kvantitativen. Uporabili smo deskriptivno metodo raziskovanja ter izvedli eksperiment. Pri preverjanju vpliva dobre poučevalne prakse na hitrost glasnega branja kot pokazatelja tekočnosti branja smo ugotovili, da se proučevana in kontrolna skupina nista statistično razlikovali. Pri preverjanju vpliva dobre poučevalne prakse na druge bralne zmožnosti, kot so bralno razumevanje, fonološke sposobnosti in bralna motivacija pa smo ugotovili, da je v bralnem razumevanju proučevana skupina statistično bolj napredovala od kontrolne skupine. V ostalih bralnih zmožnostih (fonološke sposobnosti in bralna motivacija) pa med skupinama ni bilo statistično pomembnih razlik. Pri preverjanju vpliva dobre poučevalne prakse in treninga razvoja tekočnosti branja pri učencih z bralnimi težavami smo ugotovili, da so učenci proučevanega podvzorca statistično bolj izboljšali skupni rezultat bralnih zmožnosti kot podvzorec kontrolne skupine, ki ga je celo poslabšal. Podvzorec enojezičnih tretješolcev z bralnimi težavami, ki so bili deležni dobre poučevalne prakse in treninga razvoja tekočnosti branja, je med drugim in prvim merjenjem pokazal večjo skupno razliko v rezultatu bralnih zmožnosti kot učenci v podvzorcu kontrolne skupine. V podvzorcu dvojezičnih tretješolcev z bralnimi težavami, ki so bili deležni dobre poučevalne prakse in treninga razvoja tekočnosti branja, je bila mediana razlike med drugim in prvim merjenjem v skupnem rezultatu bralnih zmožnosti pozitivna, medtem ko je bila v podvzorcu kontrolne skupine celo negativna. Dobljeni rezultati kažejo napredek enojezičnih in dvojezičnih učencev z bralnimi težavami, ki so bili deležni dobre poučevalne prakse in treninga razvoja tekočnosti branja, čeprav zaradi premajhnega podvzorca hipotez ni bilo možno tudi statistično potrditi. Ugotovitve empirične raziskave spodbujanja tekočnosti branja s pomočjo dobre poučevalne prakse in dodatnega treninga branja bodo pomembno prispevale k boljšemu razumevanju razvoja tekočnosti branja pri dvojezičnih učencih ter vpliva dobre poučevalne prakse in treningov bralne tekočnosti na bralne zmožnosti te rizične skupine. Trening bo v pomoč specialnim pedagogom in učiteljem pri načrtovanju in izvajanju dejavnosti za izboljšanje tekočnosti branja in bralnega razumevanja.

Ključne besede

bralno razumevanje;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [S. Vuleta]
UDK: 376(043.2)
COBISS: 11181385 Povezava se bo odprla v novem oknu
Št. ogledov: 449
Št. prenosov: 87
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: Promoting reading fluency in monolingual and bilingual third graders: the influence of good teaching practice and reading fluency training
Sekundarni povzetek: Reading fluency is an important subskill of reading. It is connected with reading comprehension and general students’ achievements. The Eurydice (2011) study results point to the fact that immigrant children are less successful in reading than non-immigrant children from the hosting country. Teaching reading skills to children, whose mother tongue is not the language of instruction is one of the major tasks of education. As a consequence, the improvement of reading fluency is particularly important with bilingual students and students with reading disability. The main goal of the research was to discover the impact of good teaching practice and reading fluency training on monolingual and bilingual students in year three at primary school level. The whole sample comprised 145 third graders. They were subdivided into an experimental and a control group. The experimental group consisted of 79 monolingual and bilingual students. The experimental group consisted of a subsample of 13 students with reading disabilities, of the latter 5 monolingual and 8 bilingual students. 66 monolingual and bilingual students formed the control group. In the control group the subsample included 9 students with reading disabilities, of the latter 4 were monolingual and 5 were bilingual students. Two measurements were carried out in both groups. They focused on assessment of reading skills in autumn and spring term. Both the experimental and the control group did not differ in reading skills at the beginning. The experimental group partook in good teaching practice, the subsample further participated also in a 17-hours training for the development of reading fluency which took place two times a week. The control group was not involved in any of these teaching practices. In order to assess the reading skills of students in the experimental and control groups before and after lessons comprising good teaching practice a standardized measuring tool was used Ocenjevalna shema bralnih zmožnosti učenca za 3. razred (OSBZ-3) (Assessment grid for reading skills for third graders), which is used to assess the reading skills of students and to identify students who do not reach the minimum reading standards. The version OSBZ-3 was used (Z-version at the beginning and K-version at the end of the school year). The research method applied was quantitative. Furthermore, the descriptive and causal nonexperimental research methods were used. The assessment of the influence of good teaching practice on the speed of oral reading as a reading fluency indicator has concluded that the experimental and control groups did not show any statistical differences. In assessing the influence of good teaching practice on other reading subskills, like reading comprehension, phonological skills and motivation for reading, it has been concluded that the experimental group showed a statistical improvement in reading comprehension. In other reading subskills (phonological skills, motivation for reading) no statistically relevant differences have been perceived. The assessment of good teaching practice and the training for the development of reading fluency (henceforth GTP and TDRF) of students with reading disabilities has concluded that the students in the subsample studied have statistically improved their overall reading skills in comparison with the subsample of the control group who have even deteriorated their reading skills. The subsample of monolingual third graders with reading disabilities who were involved in GTP and TDRF has demonstrated a major joint difference in their reading skills between the second and first assessments than the students in the same subsample control group. The subsample of bilingual third graders with reading disabilities who were involved GTP and TDRF the median of the difference between the second and the first assessments in their joint reading skills results was positive, whereas the subsample of the control group even had a negative joint difference. The results show a progress of monolingual and bilingual students with reading disabilities who were involved in GTP and TDRF. However, the hypothesis could not be statistically proven due to a scanty number of subsamples. The findings of the empirical research of boosting fluent reading with the aid of GTP and TDRF will have a considerable contribution to a better understanding of the development of fluent reading in bilingual students and the influence of GTP and TDRF on the reading skills of this vulnerable group. The training will aid special education pedagogues in planning and implementing activities to advance reading fluency and reading comprehension.
Sekundarne ključne besede: primary education;reading;bilingualism;osnovnošolski pouk;branje;dvojezičnost;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani: XI, 160 str. [1] str. pril.
ID: 9171541