magistrsko delo
Špela Vegelj (Avtor), Lara Godec Soršak (Mentor), Alenka Rot Vrhovec (Komentor)

Povzetek

Razvoj bralne zmožnosti je eden od najpomembnejših procesov začetnega opismenjevanja. Bralno zmožnost začnemo razvijati že v predšolskem obdobju in jo razvijamo celo življenje. Učenje branja lahko za marsikaterega učenca predstavlja stres, zato mora učitelj poskrbeti, da vsak učenec napreduje v svojem tempu. Zagotoviti mora spodbudno učno okolje in vzpostaviti z otrokom pristen stik, ki bo pomagal otroka motivirati. Potrebna je vsakodnevna kratka obravnava branja, s katero učenec napreduje, hkrati pa ohranja voljo do branja. O branju se moramo z učenci pogovarjati in jim kot učitelji in starši nuditi dober bralni zgled. Starši imajo pri učenju branja pomembno vlogo. Če ima učenec pozitivno spodbudo in podporo staršev, bo lažje usvojil tehniko branja. Težava je pri učencih, ki prihajajo iz manj spodbudnega družinskega okolja in ne razumejo, da je branje pomembno. Ti učenci potrebujejo pristen stik z učiteljem, vendar ga je v času pouka na daljavo težje zagotoviti. Ker so slabše motivirani ali nemotivirani za branje, počasneje napredujejo. Glavni cilj magistrskega dela je bil ugotoviti, kako se razvija bralna zmožnost na daljavo z bralno knjižico Juhej, že berem!. S štirimi učenci drugega razreda, ki obiskujejo eno izmed slovenskih osnovnih šol, sem najprej opravila bralni preizkus in potem urila tehniko branja po bralni knjižici. Preverjala sem tudi razvoj bralnega razumevanja. V teoretičnem delu magistrskega dela sem podrobneje opisala proces branja in dejavnike, ki vplivajo na učenje branja, predstavila pa sem tudi pomen motivacije, sodelovanja s starši in dela na daljavo, ki so pomembni dejavniki pri usvajanju tehnike branja na daljavo. V empiričnem delu je bil uporabljen kombinirani raziskovalni pristop, tj. akcijska in kvalitativna raziskava. Uporabila sem deskriptivno metodo pedagoškega raziskovanja. V akcijsko raziskavo so bili vključeni štirje učenci ene izmed slovenskih osnovnih šol, ki so bili po mnenju razredničarke uvrščeni med boljše oz. slabše bralce. V kvalitativni raziskavi so sodelovali starši sodelujočih učencev. Rezultati intervjuja s starši so pokazali, da se vpliv družine kaže v odnosu učenca do branja. Rezultati akcijske raziskave so pokazali, da učenci, ki so boljši bralci in imajo podporo doma, napredujejo tudi, če nimajo individualne strokovne podpore. Rezultati raziskave so pokazali, da slabši bralci, ki poleg slabe tehnike branja nimajo niti ustreznega okolja, ne napredujejo v bralnem razvoju. To je toliko bolj izrazito v času šolanja na daljavo. Na osnovi rezultatov raziskave predvidevam, da bodo učenci s podobnimi težavami v zaostanku glede usvajanja bralne tehnike. Rezultati so pokazali, da je bralna knjižica Juhej, že berem! ustrezno gradivo za učence, ki potrebujejo »bralno kilometrino«, hkrati pa je tudi ustrezen pripomoček učitelju pri sistematičnem razvijanju posameznikove tehnike branja. Glede na rezultate pa lahko trdim, da bralno gradivo ni bilo dovolj za bralno motivacijo pri slabši bralki, čeprav je privlačno in strokovno ustrezno. Bralna knjižica omogoča tudi samoevalvacijo učenčevega branja. Učenec A, ki je bil boljši bralec, se je znal dobro samoevalvirati in ta dobra samoocena ter moja potrditev, da se strinjam z njegovo samooceno, mu je dala dodaten zagon in voljo do branja. Učenka B, ki je bila slabša bralka, pa se ni znala pravilno samoevalvirati. Pogosto se je ocenila z veselim obrazom, saj si je želela dobre ocene, kljub temu da njeno branje ni bilo najboljše.

Ključne besede

slovenščina;bralna zmožnost;motivacija;bralna knjižica;začetno opismenjevanje;poučevanje na daljavo;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [Š. Vegelj]
UDK: 37.011.251(043.2)
COBISS: 73685251 Povezava se bo odprla v novem oknu
Št. ogledov: 214
Št. prenosov: 25
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: Developing reading skills during distant learning
Sekundarni povzetek: The development of reading ability is one of the most important processes of early literacy. We start developing our reading ability in pre-school period and continue to develop it throughout life. Learning to read may be stressful for many a learner, so the teacher has to provide for every learner to advance at their own pace. The teacher has to provide an encouraging learning environment and establish a genuine contact, which will help motivate the child. A short repetition of reading is needed every day so the learner can advance and maintain the will to read. As teachers and parents we must discuss reading with learners and set a good example. Parents have an important role in learning to read. If a learner has a positive stimulation and support from the parents, it will be easier to assimilate the reading technique for him or her. The problems arise with learners coming from less favourable family environments who do not understand that reading is important. These learners need a genuine contact with the teacher, which is very hard to maintain during distance learning. Because they are less motivated or unmotivated for reading, they advance very slowly. The main goal of this work is to establish how the reading ability develops with the help of Juhej, že berem! reader booklet during distance learning. With four second-grade learners who attend one of the Slovenian primary schools, I first conducted a reading test and then practised the reading skill following the booklet. I was also checking the development of reading comprehension. In the theoretical part of the work I described the process of reading and factors that affect learning to read. I also presented the importance of motivation, cooperation with parents and distance learning, which are important factors at assimilation of reading technique in distance learning. In the empirical part a combined research approach, i.e. action and qualitative research, was used. I applied a descriptive method of pedagogical research. In my action research I included four learners from one of the Slovenian primary schools who were, according to their class teacher, placed as stronger or weaker readers. The parents of the included learners took part in the qualitative part of research. The results of the interview with the parents showed that family influences the learner’s attitude toward reading. The results of action research showed that learners who read better and have a supportive home environment advance even if they do not have an individual professional support. The results of the research showed that weaker readers who, beside weak technique, do not have a supportive home environment either, do not advance in reading. This became even more obvious during distance learning. On the basis of the research results I predict that the learners who have similar problems will fall behind in the assimilation of reading technique. The results showed that the reader booklet Juhej, že berem! is an adequate material for the learners who need »reading mileage« and, at the same time, a suitable accessory to the teacher for a systematic development of individual’s reading technique. But, considering the results, I deduce that reading material is not enough for reading motivation with a weaker reader, even though it is attractive and professionally written. The reader booklet enables self-evaluation of learner’s reading. Learner A, who was a stronger reader, was able to self-evaluate appropriately and this self-evaluation, together with my confirmation of his self-evaluation, gave him an additional impetus and will to read. Learner B, who was a weaker reader, was not able to self-evaluate appropriately. Oftentimes she marked a happy face because she wanted good grades, although her reading was not adequate.
Sekundarne ključne besede: primary school;reading;osnovna šola;branje;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo/naloga
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje na razredni stopnji z angleščino
Strani: 103 str.
ID: 13271278