20.500.12556/RUL-183195 Razvijanje bralne pismenosti s pomočjo »knjižnega kotička« kot dolgoročne motivacije pri pouku književnosti v 3. razredu osnovne šole magistrsko delo Developing reading literacy through a “book corner” as a means of long-term motivation in third-grade literature lessons Magistrsko delo sporazumevalno zmožnost predstavlja kot temeljno sposobnost posameznika za uspešno udejstvovanje v družbi. Razvita bralna pismenost je temeljni del sporazumevalne zmožnosti, ki omogoča razumevanje, kritično vrednotenje in uporabo informacij, zato sodi med pomembne cilje osnovnošolskega izobraževanja. Rezultati mednarodnih raziskav opozarjajo, da raven bralne pismenosti slovenskih učencev ni na želeni ravni. To se odraža tudi v vsakodnevni pedagoški praksi, kjer učitelji opažamo upad zanimanja za branje in težave pri motiviranju učencev. V nalogi izhajamo iz dognanja strokovnih razprav, da imajo učenci z razvitejšimi bralnimi navadami boljše razumevanje besedil, bogatejše besedišče in večjo učno uspešnost. Prav to opažamo tudi pri lastni pedagoški praksi. Učitelji se zato osredotočamo na iskanje učinkovitih načinov spodbujanja bralne motivacije in ustvarjanja spodbudnega bralnega okolja, v katerem bi učenci branje doživljali kot prijetno in smiselno dejavnost. V nalogi raziskujemo, ali lahko stalni knjižni kotiček v 3. razredu osnovne šole kot dolgoročna oblika spodbujanja branja vpliva na večje zanimanje učencev za branje, boljše razumevanje prebranega ter razvoj bralne motivacije. V teoretičnem delu predstavljamo razumevanje bralne pismenosti v izobraževalnem sistemu, pojem branja in učenja branja v prvem vzgojno-izobraževalnem obdobju ter pomen motivacije za branje. Razvijanje bralne pismenosti predstavimo preko razvijanja gradnikov bralne pismenosti. Opiramo se na ugotovitve mednarodnih raziskav in na Nacionalno strategijo za razvoj bralne pismenosti (2019–2030). V empiričnem delu predstavimo rezultate raziskave o vplivu stalnega knjižnega kotička na bralno pismenost učencev 3. razreda. Na podlagi primerjave rezultatov testov bralne pismenosti ugotavljamo, ali učenci, ki so imeli možnost rednega in motiviranega dela z besedili v knjižnem kotičku, dosegajo boljše rezultate kot učenci brez takšne oblike podpore. Posebno pozornost smo namenili tudi učinku knjižnega kotička na dvig bralne motivacije in na odnos učencev do branja. The master’s thesis presents communicative competence as a fundamental ability of an individual to participate successfully in society. Developed reading literacy is an essential part of communicative competence, as it enables the understanding, critical evaluation, and use of information. For this reason, it is one of the important goals of primary education. The results of international studies indicate that the level of reading literacy among Slovenian pupils is not at the desired level. This is also reflected in everyday teaching practice, where teachers observe a decline in interest in reading and difficulties in motivating pupils. The thesis is based on the findings of professional discussions which show that pupils with more developed reading habits have better text comprehension, a richer vocabulary, and greater academic success. This is also something we observe in our own teaching practice. Therefore, teachers focus on finding effective ways to encourage reading motivation and create a supportive reading environment in which pupils experience reading as an enjoyable and meaningful activity. In this thesis, we examine whether a permanent book corner in the 3rd grade of primary school, as a long-term form of encouraging reading, can influence pupils’ greater interest in reading, better comprehension of what they read, and the development of reading motivation. In the theoretical part, we present the understanding of reading literacy within the education system, the concept of reading and learning to read in the first educational cycle, and the importance of motivation for reading. The development of reading literacy is presented through the development of the components of reading literacy. We draw on the findings of international studies and on the National Strategy for the Development of Reading Literacy (2019–2030). In the empirical part, we present the results of research on the impact of a permanent book corner on the reading literacy of 3rd-grade pupils. By comparing the results of reading literacy tests, we determine whether pupils who had the opportunity to work regularly and in a motivated way with texts in the book corner achieved better results than pupils who did not receive this form of support. Special attention was also given to the effect of the book corner on increasing reading motivation and shaping pupils’ attitudes towards reading. osnovnošolsko učenje in poučevanje bralna spretnost bralna pismenost branje gradniki bralne pismenosti bralna motivacija knjižni kotiček književni pouk reading literacy reading components of reading literacy reading motivation book corner literature lessons true false false D. Grebenc Brezočnik Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-06-07 08:30:10 2026-06-07 08:30:29 2026-06-20 04:19:54 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 101 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 028.5:373.3/.5(043.2) 204871 280835843 MAG_Grebenc_Brezocnik_Danila_2026.pdf MAG_Grebenc_Brezocnik_Danila_2026.pdf 1 2A508E03315CB20DD229B4FCF99B45D4 d3c67a42fb696396f7b04983d154a8bf704345926b94aa03dd3712a5eaf20cdb f0583825-6bc7-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=236115 Pedagoška fakulteta 0 0 0