20.500.12556/RUL-182394 Trening pisnega sporočanja za šestošolce s težavami na področju pismenosti na waldorfski šoli Written Communication Training for Sixth-Grade Pupils with Literacy Difficulties at a Waldorf School Zmožnost branja in pisanja pomembno vpliva na akademski uspeh ter je pogoj za sodelovanje v socialnem in poklicnem življenju. Med obema spretnostma ima pisanje v šolskem kurikulumu posebno vlogo, saj je sestavni del številnih dejavnosti različnih predmetov. Raziskave kažejo, da mnogi učenci v učnem procesu niso deležni zadostne pomoči in podpore pri usvajanju znanja in spretnosti, potrebnih za kakovostno pisanje različnih vrst besedil. To velja še zlasti za učence s specifičnimi učnimi težavami oz. primanjkljaji na posameznih področjih učenja (v nadaljevanju SUT/PPPU), ki zaradi raznolikih primanjkljajev potrebujejo sistematično, intenzivno ter kontinuirano pomoč in podporo. V raziskavi proučujemo spretnosti pisnega sporočanja šestošolcev s SUT/PPPU, ki imajo težave na področju pismenosti v povezavi z izvajanjem intenzivnega treninga pisnega sporočanja na waldorfski šoli. Z akcijskim raziskovalnim pristopom oz. študijo primera pri izbranih šestošolcih evalviramo vpliv treninga na spretnosti pisnega sporočanja učencev ter spremljamo posebnosti njihovega umeščanja in izvajanja v pedagoškem kontekstu waldorfske šole. Pred in po treningu pisnega sporočanja smo s Splošnim govornim preizkusom: pisno sporočanje (v nadaljevanju SGP-PS) in neformalnim preizkusom ugotovili raven spretnosti pisnega sporočanja devetih učencev s SUT/PPPU s težavami na področju pismenosti. Trening pisnega sporočanja je obsegal osem srečanj, ki so potekala dvakrat tedensko po dve šolski uri. Primerjava začetnih in končnih dosežkov je pri vključenih učencih pokazala napredek na področju pisnega sporočanja. Učenci so izboljšali skupni dosežek na celotnem testu SGP-PS in na podpodročjih uporabe metabesed, oblikovanje smiselnih povedi in združevanje povedi. Pri neformalnem preizkusu so učenci napredovali pri pisanju na ravni besed in povedi, predvsem pa so izboljšali pisanje odstavkov različnih vrst besedil. Magistrsko delo obravnava težave učencev s SUT/PPPU na področju pisnega sporočanja ter poudarja pomembnost sistematičnega in kontinuiranega razvijanja pisnih zmožnosti. Z izbranimi strategijami treninga želimo prispevati k razvoju specialnopedagoške pomoči in podpore učencem s SUT/PPPU s težavami na področju pismenosti. The ability to read and write significantly impacts academic success and is a prerequisite for participation in social and professional life. Moreover, writing is an integral part of many activities in the school curriculum across various subjects. Research shows that many pupils do not receive adequate support and assistance in acquiring the knowledge and skills necessary for proficient writing of different types of texts. This is especially true for pupils with specific learning difficulties or deficits in certain areas of learning (hereinafter SLD/LD), who require systematic, intensive and continuous support due to their diverse deficits. This study examines the development of written communication skills of year six pupils with SLD/LD who face literacy difficulties, as a consequence of implementation of intensive writing training in a small group at a Waldorf school. Using an action research approach and a case study of a small group, we evaluate the impact of training on pupils’ writing skills and observe the specific characteristics of their inclusion and implementation in the pedagogical context of the Waldorf school. Before and after the written comunication training, we assessed the level of written communication skills of nine pupils with SLD/LD and literacy difficulties using the General Speech Test: Written Communication (hereinafter GST-WC) and an informal test. The written communication training consisted of eight sessions, conducted twice a week for two school hours each. A comparison of initial and final results showed progress in pupils’ written communication skills. The pupils improved their overall score on the GST-WC test, as well as scores at specific subscales, as the use of metalinguistic elements, the formation of meaningful sentences, and sentence merging. In the informal test, pupils progressed in writing at the word and sentence levels and, most notably, improved their paragraph writing in various types of texts. This master's thesis addresses the challenges of pupils with SLD/LD in written communication and highlights the importance of systematically and continuously developing writing skills. Through selected training strategies, we aim to contribute to the development of specialized pedagogical support and assistance for students with SLD/LD facing literacy difficulties. pisno sporočanje težave na področju pismenosti učenci s SUT/PPPU mala skupina strategije waldorfska šola written communication literacy difficulties students with SLD/LD small group strategies Waldorf school true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-05-09 08:30:07 2026-05-09 08:30:16 2026-05-10 04:51:50 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 204612 51181.pdf 51181.pdf 1 94DDA08650A76FF849BBD21E541FE745 cc331df2dc6481301dbdf9b7334bf5109dfa9a9e4705bbc9540935ad0c3ccaf9 3ee07ae7-4b70-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=233591 Pedagoška fakulteta 0 0 0