doktorska disertacija
Nika Vizjak (Avtor), Dragica Haramija (Mentor), Tina Vršnik Perše (Komentor)

Povzetek

Doktorska disertacija obravnava večplastno in interdisciplinarno tematiko, skozi katero se prepletajo štiri med seboj povezana področja, in sicer otroška in mladinska književnost, bralna pismenost, literarne priredbe ter govorno-jezikovne motnje (GJM). Disertacija je razdeljena na tri dele. Prvi del predstavlja uvod z analizo obravnavanega problema. Drugi del predstavljajo teoretična izhodišča, v katerih so opredeljena in opisana posamezna tematska področja. Najprej je predstavljena teorija otroške in mladinske književnosti. Analizirani sta mladinski literarni besedili, ki sta bili izbrani za raziskavo, to sta umetna pripovedka Frana Levstika Martin Krpan z Vrha in mladinska povest Primoža Suhodolčana Košarkar naj bo. Nato so predstavljeni pogledi na bralno pismenost in njene gradnike, pri čemer je največji poudarek na branju literarnih besedil pri učencih z GJM. Temu sledijo pogledi na teorijo literarnih priredb s poudarkom na priredbah, namenjenih osebam s posebnimi potrebami, pri čemer sta natančneje opisani prirejanje besedil v lahko branje in prirejanje v preprosti jezik. Nazadnje so predstavljene govorno-jezikovne motnje, značilnosti posameznikov s temi motnjami, njihov vzgojno-izobraževalni proces in težave, ki se pri učencih s temi motnjami pojavljajo na področju branja. Tretji del disertacije predstavlja empirični del, v katerem je opisana kvalitativna študija primera, v katero je bilo vključenih petdeset učencev tretjega vzgojno-izobraževalnega obdobja, ki se šolajo v prilagojenem izobraževalnem programu devetletne osnovne šole z enakovrednim izobrazbenim standardom za otroke z govorno-jezikovnimi motnjami. S študijo primera sta bili preverjani branje in razumevanje dveh mladinskih literarnih besedil pri obravnavani populaciji učencev. Za izvedbo raziskave sta bili izbrani besedili, ki sta za mlade bralce vsebinsko zanimivi, a sta zaradi jezikovnih in slogovnih posebnosti za učence z GJM zelo težko berljivi. Obe besedili sta bili v namen raziskave v celoti prirejeni v lahko branje. Odlomek iz vsakega od besedil pa je bil prirejen tudi v preprosti jezik. Rezultati raziskave in njihova interpretacija so predstavljeni za vsako obravnavano literarno besedilo posebej. Najprej so opisani postopki prirejanja besedil. Temu sledi opis obravnave obeh besedil v petih fazah, skozi katere so ju učenci brali v različnih oblikah. Po vsaki fazi je bilo izvedeno preverjanje razumevanja z intervjuji oziroma z vprašalniki. V prvi fazi obravnave so učenci prebrali začetna odlomka izvirnih besedil, v drugi fazi so brali vsebinsko enaka odlomka v lahkem branju, v tretji fazi so učenci prebrali celotni besedili v lahkem branju, v četrti fazi so brali odlomka v preprostem jeziku, v zadnji, peti fazi pa so učenci ponovno brali odlomek iz izvirnega besedila, ki pa ni bil enak odlomkom, ki so jih brali v preteklih fazah. Rezultati raziskave so potrdili zastavljene teze, da lahko s prirejenimi literarnimi besedili učencem z govorno-jezikovnimi motnjami omogočimo in/ali olajšamo doseganje učnih ciljev književnega pouka. Prav tako lahko z različnimi stopnjami priredb učence z govorno-jezikovnimi motnjami postopoma pripravimo na branje zahtevnejših izvirnih literarnih besedil. S priredbami mladinskih literarnih besedil v laže berljive oblike učencem z govorno-jezikovnimi motnjami omogočimo literarnoestetsko doživljanje njihovi starosti oziroma razvojni stopnji primernih besedil, za kar so sicer pogosto prikrajšani. Z vprašalnikom bralne motivacije (po Pečjak 2006) je bila testirana tudi bralna motivacija sodelujočih učencev pred začetkom in ob koncu raziskave. Rezultati tega dela raziskave so potrdili tezo, da se lahko ob ustreznih postopnih pristopih k branju literarnih besedil poveča bralna motivacija učencev z govorno-jezikovnimi motnjami.

Ključne besede

disertacije;otroška in mladinska književnost;govorno-jezikovne motnje;lahko branje;preprosti jezik;priredbe literarnih del;bralna pismenost;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.08 - Doktorska disertacija
Organizacija: UM FF - Filozofska fakulteta
Založnik: [N. Vizjak Puškar]
UDK: 821.163.3-93-32:028:376-057.874-056.264(043.3)
COBISS: 204122115 Povezava se bo odprla v novem oknu
Št. ogledov: 5
Št. prenosov: 0
Ocena: 0 (0 glasov)
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Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Reading and comprehension of youth literary texts for students with speech and language disorders and adaptation of texts into forms that are easier to read
Sekundarni povzetek: The PhD dissertation discusses a multilayer and interdisciplinary topic combining four interrelated fields: children’s and young adult literature, reading literacy, literary adaptations and speech and language disorders. Dissertation consists of three parts. The first part is an introduction analyzing the problem at hand. The second part presents the theoretical framework which defines and describes individual thematic fields. Firstly, the theory of children’s and young adult literature is presented. Two young adult literary texts, chosen for the research are analyzed: Fran Levstik's story Martin Krpan z Vrha and Košarkar naj bo, a novel contemporary story by Primož Suhodolčan. Views on reading literacy and its cornerstones are discussed next, focusing on reading of literary texts by students with speech and language disorders. After that, views on the theory of literary adaptations are introduced with emphasis on adaptations for people with special needs, specifically adaptation of literary texts into easy-to-read format and plain language. Lastly, speech and language disorders, characteristics of individuals with these disorders, their education process and reading problems of students with these disorders are presented. The third part of the dissertation is empirical, presenting a case study involving fifty third-education-period students in adapted education programme of 9-year basic school with equal education standard for students with speech and language disorders. The case study researched reading and comprehension of two young adult literature texts in the chosen target group of students. The two texts chosen for the research are interesting for young adult readers but are very hard to read for speech and language disorders students due to language and stylistic peculiarities. For research purposes both texts were adapted into easy-to-read format. An excerpt of each text was adapted into plain language. Research results and their interpretation for each literary text are presented separately. Firstly, the procedure of literary adaptation is described, followed by a description of texts’ discussion in five stages as they were read in different formats by the students. After each stage comprehension testing was done through interviews or questionnaires. In the first discussion stage students read the opening excerpts of the original texts, in the second stage they read the same excerpts in easy-to-read format, in the third stage students read entire texts in easy-to-read format, in the fourth stage they read the excerpts in plain language, and in the last, fifth stage they read another excerpt from the original texts which was different from excerpts in the first four stages. Research results confirmed the proposed hypotheses that adapted literary texts enable students with speech and language disorders to achieve learning goals in literature lessons or at least make achieving the goals easier. At the same time, different adaptation stages gradually prepare students with speech and language disorders to read more demanding original literary texts. By adapting young adult literary texts into more readable formats, students with speech and language disorders are given an aesthetic experience of texts suitable for their age and development stage which they are often deprived of. Through a reading motivation questionnaire (by Pečjak 2006) the participating students' reading motivation was tested before and after the research. Results of this research part confirmed the hypothesis that with appropriate gradual approach to reading literary texts reading motivation of students with speech and language disorders could increase.
Sekundarne ključne besede: dissertations;children's and young adult literature;speech and language disorders;easy-to-read;plain language;literary adaptations;reading literacy;Branje;Govorne motnje;Jezikovne motnje pri otrocih;Otroci s posebnimi potrebami;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Doktorsko delo/naloga
Komentar na gradivo: Univ. v Mariboru, Filozofska fak., Oddelek za slovanske jezike in književnosti
Strani: 1 spletni vir (1 datoteka PDF (X, 307 str.))
ID: 23046137