magistrsko delo
Jana Černela (Avtor), Marija Kavkler (Mentor), Milena Košak Babuder (Komentor)

Povzetek

V magistrskem delu smo se osredotočili na spretnosti branja in pisanja ter na izobraževalno uspešnost pri romskih učencih. Kljub temu, da izobraževalni sistem teži k doseganju čim večje pismenosti pri vseh učencih, je med njimi še veliko romskih učencev, ki zapustijo osnovno šolo brez ustrezno razvitih spretnosti pismenosti. Teoretična izhodišča zajemajo opredelitve položaja in vpliv specifičnih značilnosti romske populacije na izobraževanje romskih učencev. Primanjkljaji, vezani na področje spretnosti branja in pisanja, romskim učencem otežujejo doseganje ustrezne stopnje pismenosti, ki bi omogočala šolsko uspešnost kot tudi opravljanje različnih aktivnosti znotraj šole in v vsakdanjem življenju. Ti učenci potrebujejo že v prvem vzgojno-izobraževalnem obdobju ustrezne specifične treninge za izboljšanje spretnosti branja in pisanja, ki bi jim nudili prenos naučenih strategij v vsakodnevne življenjske situacije. Namen magistrskega dela je oblikovanje specifičnega treninga, ki bi romskim učencem omogočil razvoj spretnosti branja in pisanja. V trening so bili vključeni štirje romski učenci drugega razreda redne osnovne šole. Intenziven osemtedenski trening je vključeval individualna srečanja s posameznim učencem dvakrat tedensko, enako pogosta srečanja v paru in eno uro skupinske pomoči znotraj razreda. Zasnovan je kot pomoč na tretji stopnji po modelu Odziv na obravnavo učencem vključenim v trening. Glavni cilj raziskave je ugotoviti učinkovitost treninga in njegov vpliv na razvoj spretnosti branja in pisanja ter na nekatere spretnosti pomembne za branje in pisanje (grafomotorične spretnosti, finomotorične spretnosti, vizualno-motorične spretnosti, spretnosti fonološkega zavedanja, spretnosti vidnega in slušnega pomnjenja, besednega zaklada, tekočnosti branja in bralnega razumevanja) pri romskih učencih. Pred izvedbo treninga smo s podtesti preizkusa ACADIA, preizkusa SNAP in Testa motenosti branja in pisanja ugotavljali, kakšne so prej omenjene kognitivne sposobnosti romskih učencev, vključenih v trening. Z vprašalnikom (avtorsko delo) smo na koncu treninga preverili, kako učiteljica ocenjuje učinkovitost treninga. Omenjene podteste preizkusov smo ponovno izvedli tudi po končanem treningu. S primerjavo rezultatov obeh testiranj smo preverjali učinkovitost treninga. Trening branja in pisanja se je glede na dobljene rezultate izkazal kot uspešen, saj so učenci izboljšali kognitivne spretnosti (dekodiranje, tekočnost, besedišče, pomnjenje, jezikovne sposobnosti, grafomotorične spretnosti, itd.), svoje bralno razumevanje in metakognitivne strategije, kar nakazuje na uspešnost in potrebo po izvajanju treningov branja in pisanja. Vsi učenci so razvili interes in motivacijo za reševanje različnih bralnih nalog in nalog pisanja ter sodelovanje v aktivnostih. Vse izvajane dejavnosti smo v sklopu treninga predstavili učiteljici, saj je določene aktivnosti že med treningom vključevala v poučevanje. Z zbranimi strategijami in predstavljenim načinom pomoči želimo prispevati k razvoju specialno-pedagoških oblik pomoči za razvoj spretnosti branja in pisanja pri romskih učencih. Nabor strategij je v pomoč pri iskanju prilagoditev za samostojnejše vključevanje romskih učencev v sistem vzgoje in izobraževanja z ustrezno usvojenimi spretnostmi branja in pisanja.

Ključne besede

romski učenci;branje;pisanje;trening spretnosti branja in pisanja;kontinuum pomoči;Romi;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [J. Černela]
UDK: 376(=214.58)(043.2)
COBISS: 12202313 Povezava se bo odprla v novem oknu
Št. ogledov: 504
Št. prenosov: 113
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 and writing skills training for Roma children
Sekundarni povzetek: In the master's thesis, we focused on reading and writing skills as well as school performance among Roma students. Despite the fact that the educational system seeks to maximize literacy among all students, there are many Roma students who leave elementary school without adequately developed literacy skills. Theoretical background includes the explanation of the current situation and shows how specific characteristics of Roma population impact the education of Roma students. Deficits related to reading and writing skills obstruct achieving the appropriate level of literacy that could raise their school performance and successfully influence various activities within the school and in everyday life. As early as in the first educational period, these students require specific trainings in order to improve their reading and writing skills, which would allow them to use learned strategies in everyday situations. The purpose of the thesis is to design a specific training, which would support Roma students in improving their reading and writing skills. The training encompassed four Roma students from the second grade of the regular elementary school. Intensive eight-week training incorporated individual sessions with each student, sessions with a pair and an hour-long group support in the class, all carried out two times a week. It is designed as a third stage support of the model Odziv na obravnavo. The main goal of the research is to determine the effectiveness of the training and its impact on the development of the reading and writing skills as well as skills related to reading and writing among Roma students such as graphomotor skills, fine tuning skills, visual-motor skills, phonological awareness skills, visual and auditory memory skills, vocabulary, reading fluency and reading comprehension. Prior to the training, with the help of subtests from ACADIA test, SNAP test and the Test of reading and writing impairment, we identified aforementioned cognitive abilities of the Roma students involved in the training. With the questionnaire (author's work), at the end of the training, we checked how the class teacher assesses the effectiveness of the training. The mentioned sub-tests were repeated after the completed training. By comparing the results of both assessments, we evaluated the effectiveness of the training. According to the results, the training proved to be successful, as the students improved their cognitive abilities (decoding, fluency, vocabulary, memory, language skills, graphomotor skills, etc.), reading comprehension and metacognitive strategies, which indicated success and a necessity of such training. All of the students developed an interest and motivation to solve various reading and writing tasks as well as the interest to participate in the activities. All the activities carried out within the training were presented to the teacher, who already tried to incorporate them to her teaching during the training. With the selected activities and the presented way of assistance we want to contribute to the development of special-pedagogical forms of assistance for the improvement of reading and writing skills among the Roma pupils. The set of strategies supports the search of adjustments for the more independent inclusion of the Roma students into the education system with appropriately acquired reading and writing skills.
Sekundarne ključne besede: learning difficulty;primary school;učne težave;osnovna šola;
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: 103 str.
ID: 10985203