magistrsko delo
Sabina Bradeško (Avtor), Igor Saksida (Mentor)

Povzetek

V teoretičnem delu magistrske naloge so najprej pojasnjeni pojmi opismenjevanje, bralna pismenost in družinska pismenost. Opredeljen je tudi sam pojem branja in dejavniki, ki vplivajo na proces opismenjevanja. V okviru teh je posebna pozornost namenjena (bralni) motivaciji. Opisane so dimenzije, ki nanjo vplivajo, natančneje pa je predstavljen tudi pomen družinskega branja in vpliv bralnega vzorca staršev na bralne navade otrok. V nadaljevanju je predstavljenih in opisanih več modelov razvoja bralnih sposobnosti. Sledi opis razvoja govora in branja otrok od samega rojstva, predšolskega obdobja do vstopa v šolo. Natančneje so predstavljeni načini razvijanja (pred)bralnih in (pred)opismenjevalnih zmožnosti in bralne motivacije v družinskem okolju, vrtcu in šoli. Na koncu teoretičnega dela so zapisani primeri nacionalnih prizadevanj in ukrepov za spodbujanje in razvijanje bralne pismenosti in bralne motivacije v Angliji, na Norveškem in Finskem. V drugem delu magistrskega dela so predstavljeni raziskava, njeni rezultati ter ugotovitve. S pomočjo raziskave, v katero je bilo vključenih 51 petošolcev in njihovih staršev, smo želeli ugotoviti, kakšen je odnos petošolcev do branja, kakšne so njihove bralne navade ter kako na vse omenjeno vplivajo družinsko okolje (oz. vpliv družinske pismenosti), iz katerega izhajajo, in bralne navade njihovih staršev. Ugotovili smo, da velika večina anketiranih učencev rada bere in da so za branje notranje motivirani, da berejo iz lastnega užitka. Poleg tega smo odkrili, da bralne navade staršev (pogostost branja, raznolikost izbora bralnega gradiva) in vključenost v družinsko branje nimajo statistično pomembnega vpliva na bralne navade petošolcev, smo pa dokazali povezanost med odnosom do branja kot vrednote med starši in njihovimi otroki. Raziskali smo tudi, kakšno je mnenje staršev glede spodbujanja in razvijanja bralne motivacije v šoli. Izsledki so pokazali, da več kot polovica staršev ni prepričana o tem, da se učitelji poslužujejo ustreznih metod spodbujanja branja oz. da šole že na splošno posvečajo dovolj pozornosti promociji branja med učenci, je pa večina staršev izrazila strinjanje, da bi bilo koristno, če bi bilo na ravni spodbujanja branja in bralne motivacije pri otrocih več sodelovanja med šolo in starši.

Ključne besede

bralna pismenost;družinsko branje;bralna motivacija;spodbujanje branja;osnovna šola;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [S. Bradeško]
UDK: 028:373.3(043.2)
COBISS: 68552195 Povezava se bo odprla v novem oknu
Št. ogledov: 254
Št. prenosov: 23
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: Impact of the fifth graders' family literacy on their reading motivation
Sekundarni povzetek: The theoretical part of the master thesis introduces the terms literacy, reading literacy and family literacy. It also explains the term reading and the factors that affect the literacy process, placing special emphasis on (reading) motivation. The thesis then describes the dimensions that have an influence on literacy, followed by a detailed presentation of the importance of family reading and the impact of reading patterns from parents on children's reading habits. Next, there is a presentation and description of several models of reading skills development, as well as the description of speech and reading development in children from birth to pre-school years up to their start of primary school. A comprehensive presentation of the types of development of (pre)reading and (pre)literacy capabilities are introduced, in addition to reading motivation in a family environment, in kindergarten and school. At the end of the theoretical part some examples are listed of national incentives and measures for the motivation and development of reading literacy and reading motivation in England, Norway and Finland. The second part of the thesis focuses on the presentation of a research and its results and findings. The research included 51 5th graders and their parents and its aim was to research the relationship of 5th graders with reading and their reading habits and how these are affected by their family environments (or the effects of family literacies), as well as their parents’ reading habits. It was discovered that the majority of the pupils that participated in the research likes to read and has an inner motivation for reading, deeming it an enjoyable activity. Another finding was that the parents’ reading habits (how frequently they read, the variety of their reading material) and the inclusion in family reading do not have a statistically significant influence on the pupils’ reading habits. However, it was discovered that there is a connection between reading as a value among parents and their children. Another aspect covered by the research was also the opinion of parents about the motivation and development of reading motivation in school. The data showed that more than half of the parents is not convinced whether teachers use the proper motivational methods for reading motivation or whether schools in general dedicate enough time to reading promotion among pupils, while also showing that most parents agreed that an increased cooperation between parents and teachers would be useful for increasing reading motivation in children.
Sekundarne ključne besede: reading;literacy;branje;pismenost;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji z angleščino
Strani: 67 str.
ID: 13088646