magistrsko delo
Slavica Majcen (Avtor), Erna Žgur (Mentor)

Povzetek

Pri učencih, ki se izobražujejo v prilagojenem programu vzgoje in izobraževanja z nižjim izobrazbenim standardom (v nadaljevanju NIS), se lahko pojavijo primanjkljaji na področju bralne motivacije in tekočnosti branja kot pri ostalih vrstnikih. Tekočnost branja je spretnost, ki pomembno vpliva na razumevanje prebranega besedila. Boljša je bralna tekočnost, večja je možnost, da bo učenec besedilo razumel in bo bolj motiviran za branje. Dosežena stopnja bralne tekočnosti je odvisna od številnih dejavnikov. Na nekatere dejavnike je mogoče vplivati v šolskem okolju ter s tem povečati stopnjo bralne tekočnosti. Pri učencih, ki izhajajo iz manj spodbudnega okolja, je pogosteje opaziti zmanjšano motivacijo za branje, zato jim je potrebno nameniti posebno pozornost. V nastalem magistrskem delu smo preverjali, ali bodo učenci 3. in 4. razreda NIS izboljšali bralno tekočnost z uporabo didaktične igre, ki je v našem primeru didaktična motivacijska spodbuda in naj bi pripomogla k večji bralni motivaciji. Pripravili smo program didaktičnih iger, s katerim smo šest tednov izvajali bralni trening z izbrano skupino dveh učenk 3. in treh učencev 4. razreda. Pred bralnim treningom smo z Vprašalnikom bralne motivacije za mlajše učence preverili interes za branje in z učenci uporabili naslednje teste: CBM-preizkus tekočnosti glasnega branja, ki temelji na kurikulumu ter podtesta Testa motenj branja in pisanja (Besede I in Besede II). Teste smo ponovili po izvedenem bralnem treningu in ugotavljali napredek bralne tekočnosti pri izbrani skupini učencev. Dobljeni rezultati pri izbrani skupini učencev so pokazali napredek v hitrosti branja besed, kar je za tako kratek čas razvijanja tekočnosti branja zelo velik uspeh. Manjši napredek je pri učencih po bralnem treningu opaziti v deležu pravilno prebranih besed. Trening branja z uporabo didaktične igre je pokazal, da so se učenci ob branju počutili zelo dobro in se želeli v didaktični igri ponovno preizkusiti. Rezultati raziskave nakazujejo, da bi bilo smiselno pogosteje uporabljati didaktične igre kot motivacijsko sredstvo za zvečanje tekočnosti branja, predvsem hitrosti branja. Za razvijanje natančnosti branja pa bi morale biti vaje bolj usmerjene, glede na učenčeve individualne zmožnosti in specifične učne primanjkljaje.

Ključne besede

bralna tekočnost;bralna motivacija;učenci s posebnimi potrebami;didaktične igre;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [S. Majcen]
UDK: 376:028(043.2)
COBISS: 11901001 Povezava se bo odprla v novem oknu
Št. ogledov: 752
Št. prenosov: 119
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: The use of didactic game for developing children's reading fluency in educational programmes for children with special needs
Sekundarni povzetek: Students who are included in Adapted education programme with lower educational standard can be short of reading motivation and reading fluency, in the same way as their other peers. Reading fluency is a skill which has a great influence on understanding a text. If students achieve reading fluency, there is a stronger possibility that they will understand a text and will become motivated to read. However, the level of reading fluency that students achieve depends on a number of factors. School environment can influence some of the factors and consequently increase the level of reading fluency. Students who come from less stimulating environment have a tendency to be poorly motivated to read, therefore they need special attention. Teachers can notice students’ motivational structure, which is the first level of motivation, and have an influence on how they learn to read at school. In the thesis we tested whether the students in the 3rd and 4th grades at Adapted education programme with lower educational standard would improve their reading fluency using didactic games. In our case a didactic game is a didactic motivational stimulation which should contribute to higher reading motivation. We established a programme of didactic games that carried out reading training with a group of two students from the 3rd and three students from the 4th grades. Before the training we checked the interest in reading using the Questionnaire on reading motivation for younger students and the students used the following tests: CBM-Test of reading aloud fluency and subtests Tests of reading and writing disorder (Words I and Words II). After the reading training we did the tests again and evaluated the progress of reading fluency. The test results indicated progress in reading speed of words, which is an enormous success considering that reading fluency was developed for a short period of time. On the other hand, we cannot observe a considerable progress in the number of words that are accurately read after the reading training with the use of a didactic game. This reading training indicated that the students felt comfortable with reading and they wanted to take part in the activity again. The survey results suggest that it would be sensible to often use didactic games as motivational means in order to increase reading fluency, especially reading speed. However, to develop reading accuracy students need special goal-oriented exercises according to their individual abilities and specific learning difficulties.
Sekundarne ključne besede: reading;educational game;backward child;branje;didaktična igra;otrok s posebnimi potrebami;
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: 82 str.
ID: 10900732