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Profil bralnih zmožnosti prekmurskih učencev iz eno- in dvojezične osnovne šole na začetku drugega vzgojno-izobraževalnega obdobja : magistrsko delo
Pentek, Sandra (Author), Magajna, Lidija (Mentor) More about this mentor... This link opens in a new window, Košak Babuder, Milena (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/5091/ This link opens in a new window

Abstract
Branje (pismenost) in jezik sta temeljni orodji učenja in pridobivanja znanja. Skozi stoletja se je vsebina šolskih sistemov precej spreminjala, branje pa ostaja kot najpomembnejša sestavina pismenosti in sredstva učenja temeljna sestavina vseh šolskih programov. Na branje vplivajo številni dejavniki – percepcijski, kognitivni, socialno-kulturni ter čustveno-motivacijski dejavniki in učitelj mora pri poučevanju poleg vseh naštetih dejavnikov upoštevati tudi učenčeve okoliščine, h katerim med drugimi spada dvojezičnost. Branje ima tekom šolanja torej pomembno vlogo. Načrtnega procesa opismenjevanja so učenci deležni že takoj ob vstopu v šolo, kjer je ena osrednjih učnih dejavnosti razvoj temeljnih bralnih spretnosti in zmožnosti. Raziskave kažejo, da zaostanki v avtomatizaciji in tehniki branja, nastali v prvem vzgojno-izobraževalnem obdobju, pozneje ne izzvenijo in ti učenci med izobraževanjem nikoli ne dohitijo vrstnikov, zato je spremljanje razvoja bralnih zmožnosti učencev ena glavnih dejavnosti učiteljev in svetovalnih delavcev. V magistrskem delu smo ugotavljali bralne zmožnosti enojezičnih učencev v primerjavi z dvojezičnimi (v slednji tudi med učenci, ki so glede na prvi/materni jezik Slovenci ali Madžari). Namen raziskave je bil ugotoviti, ali se bralne zmožnosti enojezičnih učencev razlikujejo od bralnih zmožnosti dvojezičnih učencev, in raziskati naravo teh razlik. V raziskavi smo uporabili deskriptivno in kavzalno neeksperimentalno metodo pedagoškega raziskovanja in kvantitativni raziskovalni pristop. Način vzorčenja je bil neslučajnostni, namenski. V vzorec smo zajeli 46 učencev 4. razreda dveh prekmurskih osnovnih šol. Za ugotavljanje profila bralnih zmožnosti smo uporabili dva standardizirana merska instrumenta, in sicer Bralni test ter Ocenjevalno shemo bralnih zmožnosti učencev 3. razreda. Ugotovili smo, da se bralne zmožnosti enojezičnih učencev razlikujejo od bralnih zmožnosti dvojezičnih učencev, do razlik v bralnih zmožnostih pa prihaja tudi med učenci s slovenščino ali madžarščino kot prvim jezikom znotraj dvojezične osnovne šole. Boljše rezultate so dosegli učenci enojezične osnovne šole in učenci s slovenščino kot prvim jezikom, razlike so bile statistično pomembne predvsem na področju pokazateljev kakovosti glasnega branja in motivacije za glasno branje. Rezultati učencev z madžarščino kot prvim jezikom pa so bili statistično pomembno slabši tudi pri hitrosti tihega branja in bralnem razumevanju. Rezultati raziskave bodo pripomogli k boljšemu razumevanju vpliva dvojezičnosti na učenje branja ter k načrtovanju dela z dvojezičnimi učenci pri doseganju razvoja avtomatizirane tehnike branja ob ustreznem bralnem razumevanju. V pomoč bodo tudi specialnim in rehabilitacijskim pedagogom, ki bodo na ta način lažje identificirali rizične učence, stopili v stik z učitelji in jih podprli pri strategijah dobre poučevalne prakse ter navsezadnje izdelali individualni načrt pomoči in obravnave razvijanja zmožnosti branja.

Language:Slovenian
Keywords:bralne zmožnosti, eno- in dvojezični učenci, ocenjevalna shema bralnih zmožnosti, bralni test, slovenščina, profil bralnih zmožnosti
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2018
Publisher:[S. pentek]
Number of pages:VIII, 80 str.
UDC:376:028(043.2)
COBISS.SI-ID:12015945 This link opens in a new window
Views:353
Downloads:136
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Secondary language

Language:English
Title:Reading abilities profile of pupils from Prekmurje in monolingual and bilingual schools at the beginning of the second period of elementary school
Abstract:
Reading (literacy) and language are basic tools of learning and proficiency. Through centuries the content of school systems changed, whereas reading remains the most important part of literacy and as means of learning the basic component of all school programmes. Reading is influenced by various perceptive, cognitive, social-cultural and emotionally-motivational factors. The educating teacher has in addition to all named factors also to consider the pupils circumstances which among others bilingualism is part of. Reading has an important role during education. Pupils are involved in a planned process of becoming literate promptly after starting school, where the development of basic reading abilities is one of the main learning activities. Researches show that delays in the automatization and decoding skills achieved during the first educational period are durable and these pupils never catch up with their peers during education. Monitoring of the development of reading abilities is therefore one of the essential activities of teachers and advisory workers. In the Master's thesis research we determined the reading abilities of monolingual pupils compared with bilingual (also considering among those pupils, if their first language/mother tongue is Slovenian or Hungarian). The purpose of the research was to determine whether the reading abilities of monolingual pupils differ from the reading abilities of bilingual pupils and to determine the nature of the differences. In the research we used the descriptive and causal nonexperimental method of pedagogic research and quantitative research approach. The sampling method was non-random, purposive sampling. We included 46 fourth grade pupils into the sample from two primary schools in Prekmurje. We used two standardised measuring instruments to determine the profile of reading abilities, "The reading test" and "The reading abilities evaluation scheme" to evaluate the reading abilities of 3rd grade pupils. We found out that the reading abilities of monolingual pupils differ from the abilities of bilingual pupils, differences in their reading abilities also occur among pupils with Slovenian or Hungarian language as first language within the bilingual school. Pupils at monolingual schools and those with Slovenian as first language achieved better results. The differences were statistically significant on the indicators of quality of loud reading and motivation for reading loud. The results of the pupils with Hungarian as first language were significantly lower also in silent reading speed and reading comprehension. The research results will contribute to a better understanding of the influence of bilingualism on learning to read and planning working methods for bilingual pupils to reach reading fluency with an adequate level of reading comprehension. It will also help special and rehabilitation pedagogues, who will identify pupils at risk easier, get in touch with the teachers and support them with strategies of good teaching practice and finally develop an individual educational plan and training for the development of reading abilities.

Keywords:reading, pupil, branje, učenec

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