magistrsko delo
Aleksandra Škoflek (Avtor), Mojca Lipec-Stopar (Mentor)

Povzetek

Opismenjevanje je del izobraževalnega programa, tudi ko govorimo o izobraževanju otrok z zmernimi in težjimi motnjami v duševnem razvoju, vendar zaradi številnih primanjkljajev na kognitivnem, perceptivnem, motoričnem, govorno-jezikovnem, emocionalnem in socialnem področju proces opismenjevanja poteka drugače kot pri otrocih značilnega razvoja. Značilno je, da opismenjevanje otrok z motnjami v duševnem razvoju poteka počasneje, po majhnih korakih, z več utrjevanja in ponavljanja ter z uporabo različnih metod in pristopov. Metoda, ki velja za najbolj učinkovito v osnovni šoli in šoli z nižjim izobrazbenim standardom, je analitično-sintetična metoda in se pogosto uporablja tudi za otroke z zmernimi motnjami v duševnem razvoju. Vendar se ta metoda pri njih pogosto izkaže kot neučinkovita, saj jih ne pripelje do določene ravni samostojnega branja. To nas je vodilo k raziskovanju logografske metode branja, ki temelji na logografski strategiji, za katero je značilno prepoznavanje besed na osnovi grafičnih potez brez predhodne analize, ki je pri otrocih značilnega razvoja sicer spontana in značilna za predšolsko obdobje, pri otrocih z zmernimi motnjami v duševnem razvoju pa gre za načrtno spodbujanje pismenosti. Logografska metoda temelji na vizualnem prepoznavanju celih besed. Izhodišče te metode je sistematično učenje branja besed s pomočjo vizualnih ključev, ki se jih otrok najprej nauči uporabljati, nato z njihovo pomočjo prepoznava besede, jih utrjuje in na koncu prepoznava brez opor. V raziskavah se je logografska metoda pokazala kot uspešna pri načrtnem spodbujanju branja predšolskih otrok z downovim sindromom. Raziskave so pokazale, da so otroci, ki so bili deležni učenja branja s pomočjo logografske metode branja, usvojili osnove branja in pisanja. Sposobnost branja vpliva na govorni in jezikovni razvoj, poveča razvoj pozitivne samopodobe, samostojnosti in omogoča večje možnosti vključevanja v širšo družbo, kar povečuje kvaliteto njihovega življenja. V pričujoči nalogi predstavljamo logografsko metodo branja, ki smo jo preizkusili na izboru šestih otrok z zmernimi motnjami v duševnem razvoju, ki obiskujejo 1. stopnjo Posebnega programa vzgoje in izobraževanja. Pri tem smo v obdobju 4 mesecev spremljali število usvojenih zapisanih besed, število ponovitev, ki jih otroci potrebujejo za prepoznavo zapisane besede in njihovo pripravljenost za dejavnosti, povezane z razvijanjem pismenosti. Rezultati so pokazali, da so bili otroci z zmernimi motnjami v duševnem razvoju uspešni pri prepoznavanju zapisanih besed, saj je v času izvajanja logografske metode branja napredovalo pet od šestih otrok. Ti otroci so samostojno prepoznavali različno število besed in pokazali pripravljenost za dejavnosti, povezane z razvijanjem pismenosti ob pomoči omenjene metode. Na podlagi ugotovitev iz opravljene raziskave navajamo smernice za uporabo logografske metode učenja branja zapisanih besed ter s tem prispevamo k strokovnemu razvoju. Nadaljnja prizadevanja na področju raziskovanja opismenjevanja lahko temeljijo na vsebinski osnovi pričujoče naloge.

Ključne besede

downov sindrom;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [A. Škoflek]
UDK: 376:028(043.2)
COBISS: 10496329 Povezava se bo odprla v novem oknu
Št. ogledov: 1410
Št. prenosov: 173
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: Encouraging early literacy in children with moderate intellectual disabilities with logographic reading method
Sekundarni povzetek: Literacy is part of the educational program, even when it comes to the education of children with moderate and severe intellectual disabilities. However, because of the many deficits in cognitive, perceptual, motor, verbal-linguistic, emotional and social literacy process is carried out differently than in developed children. Characteristically, the literacy of children with intellectual disabilities takes place slowly, in small steps, with more consolidation and repetition, and using a variety of methods and approaches. The method, which is considered the most effective in primary schools and schools with lower educational standards is analytic-synthetic method and is often used for children with moderate intellectual disabilities. However, this method often proves to be ineffective since it does not lead to a certain level of independent reading. This led us to explore logographic methods of reading, which are based on logographic strategies characterized by word recognition based on graphical features without prior analyzing. That is typical and spontaneous for children through the development in the preschool period and in children with moderate intellectual disabilities, it is a systematic promotion of literacy. Logographic method is based on visual identification of whole words. The starting point of this method is systematic learning: to read words by using visual keys, which child has to learn how to use, and then use them to recognize words by consolidating and finally recognizing words unaided. In studies, logographic method proved successful in promoting the systematic reading for children with Down syndrome. Researches have shown that children who have taken part in learning to read with the help of logographic methods of reading, mastered the basics of reading and writing. The ability to read impacts the speech and language development as well as the development of positive self-esteem, greater independence and more opportunities to engage in wider society, which increases the quality of their lives. We are introducing logographic method of reading in present task, which was tested on a selection of six children with moderate intellectual disabilities who attended The 1st grade of a special program of education. We monitored number of assimilated recorded words over the period of 4 months, the number of repetitions that children needed in order to recognize written words and their willingness to participate in activities related to the development of literacy. The results showed that during the execution of logographic advanced methods of reading, five out of six children with moderate intellectual disabilities succeed in recognizing written words. These children were recognizing different number of words independently and showed readiness for activities, connected with developing of literacy with the help of this method. Based on the findings of the research performed, cited guidelines for the use of logographic method of learning to read written words and thereby contribute to the professional development. Further efforts on field of research of literacy can be based on content base of the present task.
Sekundarne ključne besede: backward child;literacy;otrok s posebnimi potrebami;pismenost;
Vrsta datoteke: application/pdf
Vrsta dela (COBISS): Magistrsko delo
Strani: 72 str.
ID: 8752073