20.500.12556/RUL-185128 Bralna pismenost kot temelj za literarno empatijo: Analiza rezultatov testov za preverjanje bralne pismenosti in literarne empatije v 7. razredu osnovne šole Reading Literacy as a Foundation for Literary Empathy: Analysis of the Reading Literacy and Literary Empathy Test Results in the 7th Grade of Primary School Magistrsko delo raziskuje povezavo med bralno pismenostjo in literarno empatijo v obdobju zgodnje adolescence. Literarnoteoretični del opredeljuje oba konstrukta, v didaktičnem pa sta slednja postavljena v kontekst šole, natančneje pouk slovenščine. Empirični del temelji na raziskavi, izvedeni med 105 sedmošolci, in vključuje vprašalnik Interpersonal Reactivity Index, dva standardizirana testa bralne pismenosti ter vprašalnik o bralnih navadah in stališčih. Vsak izmed konstruktov je bil najprej obravnavan posamično, nazadnje pa je bila izvedena še korelacijska analiza, ki je osvetlila njihove medsebojne povezave. Rezultati kažejo, da učenci izmed štirih dimenzij empatije po Davisu (1980) najvišje izražajo empatično skrb, sledijo prevzemanje perspektive, domišljijsko vživljanje in najnižje osebna prizadetost. Ob tem deklice izkazujejo višjo raven domišljijskega vživljanja. Pri testih bralne pismenosti so bile sicer deklice uspešnejše, vendar med umetnostnim in neumetnostnim besedilom ni bilo zaznati statistično pomembnih razlik v uspešnosti. Učenci so bili uspešnejši pri zaprtih nalogah in na nižjih kognitivnih ravneh, medtem ko so se naloge odprtega tipa in zahtevnejše ravni razumevanja pogosto izkazale kot večji izziv. Korelacijska analiza potrjuje povezanost med bralno pismenostjo, bralnimi navadami in stališči, povezave pa so izrazitejše pri deklicah. Delo potrjuje, da je razvijanje bralne pismenosti skupna odgovornost učiteljev in da je za spodbujanje literarne empatije ključno načrtno vključevanje zahtevnejših nalog, odprtih vprašanj ter pogojno tudi recepcijsko sprejemljivejših besedil. Pri tem pa ni dovolj le skrbna izbira besedil, temveč morajo učitelji poznati in ustrezno uporabljati tudi metode za obravnavo književnih del, s katerimi učencem odpirajo prostor za refleksijo in čustveno vživljanje v literarne osebe, s čimer sistematično krepijo literarno empatijo in širšo literarno zmožnost. The master’s thesis examines the correlation between reading literacy and literary empathy in early adolescence. The theoretical part, drawing on literary theory, defines both constructs, while the didactic section contextualises them within the school setting, specifically in the Slovenian language class. The empirical part is based on a survey conducted among 105 seventh-grade students, which included the Interpersonal Reactivity Index questionnaire, two standardised tests of reading literacy as well as a questionnaire about reading habits and attitudes. Each of the constructs is addressed individually, which is followed by a correlation analysis highlighting their interconnectedness. The results suggest that among the four dimensions of empathy according to Davis (1980), students tend to express the highest level of empathic concern, followed by perspective-taking, fantasy, and lastly, personal distress. Female students displayed higher scores on the fantasy scale. Although female students performed better in the reading literacy tests, no statistically significant differences were found between literary and non-literary texts. Male students performed better on closed-ended questions and tasks at lower cognitive levels while open-ended questions and tasks at higher cognitive levels proved to be more challenging. The correlation analysis confirms a correlation between reading literacy and reading habits and attitudes, which is more pronounced among female students. The master’s thesis confirms that the development of reading literacy is teachers’ collective responsibility and that intentional inclusion of more challenging tasks, open-ended questions and receptively acceptable texts are crucial for encouraging literary empathy. However, careful selection of texts is not sufficient, teachers must implement appropriate methods for addressing literary works that create space for students to reflect and emotionally engage with literary characters, thereby systematically strengthening literary empathy and broader literary competence. literarno branje bralna pismenost literarna zmožnost literarna empatija pouk slovenščine osnovna šola literary reading reading literacy literary competence literary empathy Slovenian language education primary school true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-07-23 14:38:49 2026-07-23 14:39:01 2026-07-24 11:33:41 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 621263 285968387 64585.pdf 64585.pdf 1 B0BBF94D5DD8FCC11525184404E19871 c3b7a0a12a8db031ee92b459d5c1ccf92c96a7154955ccf35a595cddbcc844a9 3e1d0a2c-8693-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=243340 Filozofska fakulteta 0 0 0