20.500.12556/RUL-188219 Dialoško branje magistrsko delo Dialogic reading Razvoj jezika v zgodnjem otroštvu predstavlja kompleksen in obsežen proces, ki zahteva ustrezno strokovno podporo v primeru tipičnega razvoja, zlasti pa ob zaznanih odstopanjih. V Združenih državah Amerike se je kot z dokazi podprta praksa za spodbujanje jezikovnih zmožnosti uveljavila strukturirana in interaktivna tehnika skupnega branja otrok in odraslih, imenovana dialoško branje (v nadaljevanju DB). Whitehurst idr. (1988) so razvili tehniko branja, ki temelji na ustvarjanju dialoga ob branju slikanic z uporabo sekvence korakov PEER (ki vključuje spodbujanje otroka k pripovedovanju zgodbe – P, vrednotenje otrokovih odzivov – E, razširjanje otrokovih izjav – E in spodbudo za ponovitev razširjene izjave – R) (Zevenbergen in Whitehurst, 2003) in CROWD spodbud (s katerimi odrasli v prvem koraku PEER sekvence spodbudi otroka k aktivni gradnji dialoga in vključujejo dopolnjevalne spodbude – C, spodbude za priklic – R, odprte spodbude – O, spodbude s k-izrazi – W in povezovalne spodbude – D) (Zevenbergen in Whitehurst, 2003). Ti otroka postopoma vodijo v aktivno pripovedovanje zgodbe. Uporaba tehnike se je v zadnjih dveh desetletjih razširila tudi v druge države, kjer raziskovalci na osnovi prvotnih smernic in ugotovljenih učinkih DB nadalje preučujejo značilnosti rabe tehnike in širijo razumevanje njenih učinkov. V okviru raziskave je bil izveden pregled literature po modelu celovitega pregleda literature (ang. comprehensive literature review – CLR). Postopek identifikacije virov je bil sistematično dokumentiran in izveden v štirih bibilografskih bazah. V teh smo s pomočjo ključnih besed zajeli skupno 657 potencialnih virov. Na podlagi vključitvenih in izključitvenih kriterijev je bil izveden dvostopenjski postopek presojanja in selekcije. V končni izbor je bilo vključenih 36 raziskav, ki so bile predmet nadaljnje analize z namenom odgovorov na raziskovalni vprašanji o učinkih DB ter vlogi posameznih elementov tehnike. Rezultati pregleda kažejo, da je 35 izmed 36 vključenih raziskav ugotovilo pozitivne učinke DB, pri čemer jih je 32 potrdilo učinkovitost pri spodbujanju ekspresivnega jezika. Od teh jih je 24 potrdilo učinkovitost DB pri spodbujanju ekspresivnega besedišča. Tako v raziskave vključeni predšolski otroci zmorejo po končani intervenciji poimenovati večje število (novih) besed oz. na raznolikih merskih instrumentarijih dosegajo višje rezultate. Učinkovitost DB pri spodbujanju receptivnega jezika potrjuje 14 raziskav. Z DB je bilo uspešno spodbujano še receptivno besedišče, kompozite jezika, pripovedovanje, slušno razumevanje, slovnična zmožnost in verbalno odzivanje v interakciji. Nakazani so tudi pozitivni trendi na področju morfoloških zmožnosti in matematičnega jezika. Analiza je pokazala, da so (P)EER koraki za spodbujanje otrok nepogrešljiv in učinkovit del DB, kar potrjujejo tudi raziskave. Specifični prispevek posameznih CROWD spodbud k učinkovitosti DB pa ostaja razmeroma neraziskan. Magistrsko delo vključuje prevod in prilagoditve zgodbe Janova vožnja z avtobusom, tarčnega besedišča in CROWD spodbud ter smernic za izvedbo na podlagi gradiva iz projekta COST Action IS1406: Enhancing children's oral language skills across Europe and beyond – a collaboration focusing on interventions for children with difficulties learning their first language. V slovenski prevod gradiva smo uspešno umestili vse CROWD spodbude, ki so jih predvideli avtorji Thoradottir idr. (2017). Pri tem smo ohranili poudarek na ciljanju na besedišče in vključevanju modeliranja kot podporni tehniki za otroke z razvojno jezikovno motnjo. Prevod je zahteval semantične in morfološke prilagoditve besedila zgodbe in tarčnih besed za ohranjanje naravne strukture in pomena v slovenskem jeziku. Ohranili smo prevladujoče število povezovalnih spodbud – D, pri šestih spodbudah pa smo spremenili njihovo klasifikacijo, da smo omogočili natančnejše ciljanje na tarčno besedišče. Magistrskemu delu je dodana praktična vrednost, saj logopedom v terapevtski in v raziskovalni praksi ponuja novo tehniko za spodbujanje jezikovnih zmožnosti vseh predšolskih otrok. The development of language in early childhood represents a complex and extensive process that requires appropriate professional support in cases of typical development, and especially when deviations are identified. In the United States of America, a structured and interactive technique of shared reading, which is known as dialogic reading (DR), has become established as an evidence-based practice for fostering language skills. Whitehurst et. al (1988) have developed a technique, through which a dialogue during picture-book reading is constructed. CROWD prompts, which stands for completion prompts, repeat prompts, open-ended prompts, wh-prompts and distancing prompts, and PEER sequence, that consists of prompting, evaluating child’s utterance, expanding the utterance and repetition (Zevenbergen and Whitehurst, 2003), gradually guide the child toward active storytelling. Over the past two decades, the use of this technique has expanded to other countries worldwide, where researchers, building on the original guidelines and initial findings, continue to examine characteristics of its application and expand the understanding of its effects. Within the scope of the study, a literature review based on the comprehensive literature review model (CLR) was conducted. The process of identifying sources was systematically documented and carried out across four bibliographic databases. Using predefined keywords, a total of 657 potential sources were identified. Based on inclusion and exclusion criteria, a two-stage screening and selection process was implemented. The final sample comprised of 36 studies, which were subjected to further analysis in order to address the research questions concerning the effects of DR and the role of its individual components. The results of the review indicate that 35 of 36 analyzed studies reported positive effects od DR, with 32 confirming its effectiveness in promoting expressive language. Of these, 24 demonstrated the effectiveness of DB in fostering expresssive vocabulary. Preschool children included in the studies were able, following the intervention, to name a greater number of (new) words and achieved higher scores on a variety of assessment measures. Fourteen studies have shown that DR supports receptive language. In addition, DR was also found to effectively support receptive vocabulary, language composits, narrative skills, listening comprehension, grammar, and verbal responsiveness in interaction. Positive trends were also observed in morphology and mathematical language. The analysis identified the (P)EER steps for engaging children as a crucial and effective component of DR. The specific contribution of individual CROWD prompts to the overall effectiveness of DR, however, remains relatively underesearched. This master thesis includes the translation and adaptation of the story Jan’s Bus Ride, the target vocabulary, the CROWD prompts, and the implementation guidelines based on the materials from project COST Action IS1406: Enhancing Children's Oral Language Skills across Europe and Beyond – a Collaboration Focusing on Interventions for Children with Difficulties Learning Their First Language. The Slovenian translation successfully incorporated all CROWD prompts proposed by Thordadottir et. al. (2017). Particular attention was paid to preserving the focus on vocabulary instruction and the use of modelling as a supportive strategy for children with developmental language disorder. The translation process required semantic and morphological adaptations of both the story text and target vocabulary. The predominance of distancing prompts was maintained, however, the classification of six prompts had to be modified to enable more precise targeting of the vocabulary. The thesis provides Slovenian speech and language therapists with a dialogic book reading resource that can be used in both clinical practice and research to support the language development of preschool children. branje jezikovne motnje pri otrocih dialoško branje intervencija jezikovne zmožnosti jezikovni razvoj predšolski otroci dialogic reading intervention language abilities language development preschool children true false false K. Rupar Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-09-19 08:30:32 2026-09-19 08:30:41 2026-09-22 13:55:55 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 167 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 616.89-008.434(043.2) 210892 292029955 54382.pdf 54382.pdf 1 DE804C29D518995D45ED52EF758C77E4 c6e067d433da279d652f2930592b8f8ebdfc6c03a301616649e544702cfa7eb9 95e43e3e-b3f3-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=248248 Pedagoška fakulteta 0 0 0