20.500.12556/RUL-187987 Učinek pripovedovanja in branja zgodb na razvoj pisnega sporočanja učencev 4. razreda magistrsko delo The impact of storytelling and story reading on the development of fourth-grade students’ written communication skills Učenec z razvito zmožnostjo pisnega sporočanja lahko izkaže svoje znanje, izrazi misli, ideje in čustva, kasneje pa je uspešen pri delu in pri grajenju odnosov. Pisno sporočanje se razvija v povezavi s tremi drugimi sporazumevalnimi dejavnostmi: govorjenjem, branjem in poslušanjem. Med slednje spada tudi poslušanje branih ali pripovedovanih zgodb. Namen magistrskega dela je bil ugotoviti, ali pripovedovanje zgodb učencem v primerjavi z branjem zgodb učinkoviteje vpliva na razvoj njihovega pisnega sporočanja. V raziskavi smo uporabili kvazieksperimentalni primerjalni pristop. Vanjo sta bila vključena dva oddelka 4. razreda osnovne šole, v katerih je skupaj sodelovalo 43 učencev. Ena skupina je bila štiri tedne deležna intervencije pripovedovanja slovenskih ljudskih pravljic, druga pa intervencije branja istih pravljic. Pred začetkom in po koncu štiritedenske intervencije so učenci zapisali obnovo slišane pravljice. V obnovah smo analizirali število vseh zapisanih besed, število različnih besed, število povedi, povprečno število besed in stavkov v povedi ter vključenost bistvenih vsebinskih delov zgodbe v obnovo. Raziskali smo tudi zbranost učencev med poslušanjem zgodb ter ugotavljali, kateri od obeh načinov podajanja pravljic je bil učencem ljubši. Zaradi začetne neenakovrednosti skupin rezultatov ni bilo mogoče interpretirati kot neposrednega dokaza večje učinkovitosti ene ali druge intervencije. Rezultati kažejo, da sta tako branje kot pripovedovanje povezana z napredkom na posameznih področjih pisnega sporočanja. Učenci so po intervenciji v obeh skupinah v povprečju zapisovali več besed, uporabili več različnih besed ter tvorili daljše povedi. V skupini z intervencijo branja smo opazili statistično značilno izboljšanje števila različnih besed, medtem ko se je povprečno število besed v povedi statistično značilno povečalo v obeh skupinah. Učenci so kot ljubši način podajanja zgodb pogosteje izbrali pripovedovanje. Rezultati so pokazali tudi manj vedenj nezbranosti med branjem ter večjo zavzetost učencev med pripovedovanjem. Z ugotovitvami iz raziskave in pregledom literature želimo učitelje in starše ozavestiti o številnih pozitivnih učinkih, ki jih učencem prinaša poslušanje branih in pripovedovanih zgodb. S tem pa jih želimo spodbuditi, da bi v korist učencev med poukom zgodbe pogosteje ne le brali, temveč tudi pripovedovali. A student with well-developed written communication skills can demonstrate knowledge, express thoughts, ideas, and emotions, and later achieve success both at work and in building relationships. Written communication develops in connection with three other communication activities: speaking, reading, and listening. The latter also includes listening to stories that are read aloud or told orally. The purpose of this master's thesis was to determine whether storytelling, compared to reading stories aloud to students, has a more effective impact on the development of their written communication skills. The study employed a quasi-experimental comparative approach. Two fourth-grade classes from a primary school participated in the research, with a total of 43 students. For four weeks, one group received an intervention consisting of storytelling involving Slovenian folk tales, while the other group participated in a story reading intervention using the same tales. Before and after the four-week intervention, the students wrote a retelling of a tale they had heard. The retellings were analysed in terms of the total number of words written, the number of different words used, the number of sentences, the average number of words and clauses per sentence, and the inclusion of essential story elements. We also examined students’ attention during story listening and their preferences regarding the two methods of story presentation. Due to the initial inequality between the groups, the results could not be interpreted as direct evidence of the greater effectiveness of either intervention. The findings indicate that both reading aloud and storytelling are associated with progress in certain aspects of written communication. In both groups, students wrote, on average, more words, used a greater variety of words, and produced longer sentences after the intervention. In the reading intervention group, a statistically significant improvement was observed in the number of different words used, while the average number of words per sentence increased significantly in both groups. Students more frequently identified storytelling as their preferred method of story presentation. The results also showed fewer inattentive behaviours during reading aloud and greater student engagement during storytelling. Through the findings of this study and the existing literature, we aim to raise teachers’ and parents’ awareness of the many positive effects that listening to both read and told stories can have on students. We also hope to encourage them to include not only reading but also storytelling more frequently in their educational practice for the benefit of students. pripovedovanje branje učenci 4. razred zgodba pisno sporočanje slovenska ljudska pravljica storytelling story reading story written communication skills Slovenian folk tale true false false K. Peternelj Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-09-17 08:31:19 2026-09-17 08:31:26 2026-09-18 12:56:11 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 69 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 028(043.2) 210660 291621123 54227.pdf 54227.pdf 1 4D3018524D7C7A6D99FB7B934EE0D87E 67dd7b916f8bb6c26b90f76f364b3f0fa39224e872ae778411a6f37ce767af5e 5dc22939-b261-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=247838 Pedagoška fakulteta 0 0 0