Strategije učenja družboslovnih pojmov učenca z disleksijo

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2014
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[J. Kmetič]
UDK:	376(043.2)
COBISS:	10140745
Št. ogledov:	1673
Št. prenosov:	212
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Dyslexic student's strategies for studying concepts in social sciences
Sekundarni povzetek:	Nowadays, in the information and communication age, fast and effective reading and successful communication are more required than ever before. On a daily basis, we deal with texts that differ in style, fonts and difficulty level. To understand the texts correctly and be able to produce them, we need rich vocabulary covering numerous subject areas. One of these are also Social Sciences which often cause problems in taking notes and learning from textbooks to students with dyslexia already in elementary school years. Furthermore, students experience orientation difficulties when reading maps, timelines and charts. A student’s performance is negatively affected mostly by the difficulties in memorization and recollection of Social Sciences concepts. The present diploma thesis addresses Social Sciences concepts learning strategies of a student with dyslexia who either avoids reading or is slower and less effective at it because of reading and writing difficulties. The strategies presented in the thesis require no or little reading, take into account the subject areas the student is most familiar with and his preferred learning style with the scope to improve the effectiveness of memorization and recollection, and consequently, expand his general vocabulary. A three-months training was conducted for a ninth-grade elementary school student with dyslexia. Together with the student we chose to work on the subject area of Geography focusing not only on learning strategies and preferred learning style, but also on metacognitive skills, self-inquiry and on determining the possibilities of applying a particular strategy to other school subject areas. Before and after the training, the student took a Test of Vocabulary and a Test of Geographic Concepts Knowledge. The comparison of results drawn at the end of the training has shown that it enhanced student’s memorization and recollection of Social Sciences concepts, especially the geographical ones. Furthermore, the student searched independently for possibilities of applying the strategies used to other school subject areas, he also improved his score in the Test of Vocabulary and his grade in Geography.
Sekundarne ključne besede:	primary education;dyslexia;osnovnošolski pouk;disleksija;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijske pedagogika
Strani:	VII, 139 str.
ID:	8678200