20.500.12556/RUL-189616 Multisenzorno strukturirano poučevanje pisanja in branja angleških besed učenke z disleksijo Multisensory Structured Teaching of Writing and Reading English Words to a Student with Dyslexia Magistrsko delo obravnava poučevanje angleščine kot tujega jezika pri učencih z disleksijo. V teoretičnem delu so predstavljeni kognitivni dejavniki, ki vplivajo na učenje angleščine kot tujega jezika pri učencih z disleksijo, vpliv maternega jezika na usvajanje angleščine ter z dokazi podprti pristopi k poučevanju, s posebnim poudarkom na multisenzornem strukturiranem pristopu. Posebej pomembno je preveriti, kako se takšen pristop obnese pri učenju angleščine kot tujega jezika pri učencih z disleksijo v slovenskem šolskem okolju, kjer se zaradi razlik med slovenskim in angleškim ortografskim sistemom pojavljajo dodatni izzivi pri povezovanju glasov in črk, dekodiranju ter zapisovanju besed. Namen magistrskega dela je preučiti spremembe v fonološkem zavedanju, dekodiranju in ortografskih spretnostih pri učenki z disleksijo po izvedbi multisenzornega strukturiranega specialnopedagoškega treninga. V empiričnem delu je bila izvedena študija primera učenke 7. razreda z disleksijo, v okviru katere je potekal 20-urni specialnopedagoški trening, temelječ na načelih multisenzornega strukturiranega pristopa. Intervencija je bila usmerjena v razvijanje fonološkega zavedanja, povezovanja fonemov in grafemov, dekodiranja ter ortografskih spretnosti pri branju in zapisovanju angleških besed. Učenkine dosežke smo preverjali pred izvedeno intervencijo in po njej z uporabo standardiziranih in neformalnih preizkusov ter jih dopolnili s kvalitativno analizo napak in opažanj med izvajanjem treninga. Rezultati raziskave kažejo, da so se po intervenciji najizrazitejše pozitivne spremembe pokazale pri dekodiranju in zapisovanju angleških besed, zlasti pri nalogah, povezanih z obravnavanimi fonemsko-grafemskimi in ortografskimi vzorci. Napredek na področju fonološkega zavedanja je bil manj enoten, prav tako se izboljšanje ni pokazalo pri vseh uporabljenih preizkusih ortografskih spretnosti. Ugotovitve tako nakazujejo, da lahko sistematično, eksplicitno in multisenzorno poučevanje prispeva k razvoju posameznih temeljnih spretnosti branja in pisanja angleških besed pri učenki z disleksijo, pri čemer je za njihovo avtomatizacijo potrebna daljša in kontinuirana podpora. This master’s thesis examines the teaching of English as a foreign language to students with dyslexia. The theoretical section discusses the cognitive factors that influence learning English as a foreign language among students with dyslexia, the impact of the native language on English acquisition, and evidence-based teaching approaches, with particular emphasis on the multisensory structured approach. It is especially important to examine how such an approach functionsin the context of learning English as a foreign language among students with dyslexia in the Slovenian school environment, where differences between the Slovenian and English orthographic systems present additional challenges in linking sounds and letters, decoding, and spelling. The purpose of this master’s thesis is to examine changes in phonological awareness, decoding, and orthographic skills in a student with dyslexia following multisensory structured special education training. The empirical part consisted of a case study of a 7th grade student with dyslexia, in which a 20-hour special education training programme was implemented, based on the principles of a multisensory structured approach. The intervention focused on developing phonological awareness, linking phonemes and graphemes, decoding, and orthographic skills in reading and writing English words. We assessed the student’s performance before and after the intervention using standardised and informal tests, supplemented by qualitative analysis of errors and observations made during the training. The results of the study show that, following the intervention, the most pronounced positive changes were observed in the decoding and spelling of English words, particularly in tasks related to the phoneme–grapheme correspondence and orthographic patterns addressed. Progress in phonological awareness was less consistent, and improvements were not observed in all the orthographic skills tests used. The findings thus suggest that systematic, explicit, multisensory instruction can contribute to developing specific foundational skills in reading and writing English words in a student with dyslexia, although longer-term, continuous support is necessary for these skills to become automatic disleksija poučevanje angleščine kot tujega jezika multisenzorni strukturirani pristop direktno poučevanje pisanje branje dyslexia teaching English as a foreign language multisensory structured approach direct instruction writing reading true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-10-10 08:30:13 2026-10-10 08:30:22 2026-10-11 04:30:01 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 219096 55992.pdf 55992.pdf 1 1F012B874184F142B4887FF8CDE2AC87 89ce5d5f2beca7e048882b07bba85ceb96629e0f9c77ce978c448d52a1d91583 eb3af29a-c473-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=250280 Pedagoška fakulteta 0 0 0