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Razvoj bralnega razumevanja po modelu "sodelovalnega strateškega branja" pri učenki z disleksijo
ID Šuštar, Ana (Author), ID Košak Babuder, Milena (Mentor) More about this mentor... This link opens in a new window, ID Pižorn, Karmen (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/6377/ This link opens in a new window

Abstract
Glavni cilj branja je razumevanje, to pa je v šoli pomembno predvsem z vidika samostojnega učenja. Številni učenci, še posebej pa tisti s specifičnimi učnimi težavami, med katerimi so tudi učenci z disleksijo, ne znajo ustrezno uporabljati strategij bralnega razumevanja, kar vpliva na njihov slabši učni uspeh, splošno učno neuspešnost in tudi druga področja življenja. Ti učenci imajo težave tudi pri branju in bralnem razumevanju v tujem jeziku. Ker vemo, kako pomembno je danes znanje tujih jezikov in kakšne prednosti prinaša, je nujno, da vsem učencem zagotovimo ustrezno in kakovostno poučevanje tujega jezika. Namen magistrskega dela je izboljšati zmožnost bralnega razumevanja v angleščini pri učenki z disleksijo po modelu sodelovalno strateško branje (ang. Collaborative Strategic Reading). Model je razdeljen na strategije pred, med in po branju ter daje okvir za delo z učenci, ki imajo težave pri razumevanju prebranih besedil. V teoretičnem delu so najprej predstavljene splošne značilnosti učencev z disleksijo ter značilnosti in težave, s katerimi se učenci spopadajo pri učenju tujega jezika, predvsem na področju branja in bralnega razumevanja. Dotaknili smo se tudi metakognicije in rabe bralnih strategij, kjer so učenci z disleksijo šibkejši. V okviru rabe bralnih strategij smo predstavili nekaj strategij in modelov, ki spodbujajo bralno razumevanje pri angleščini, med njimi tudi model sodelovalno strateško branje. Poleg tega smo opisali tudi značilnosti motivacije pri učencih z disleksijo pri učenju tujega jezika. V empiričnem delu magistrskega dela nas je zanimalo, kakšen vpliv ima trening po modelu sodelovalnega strateškega branja na bralno razumevanje pri angleščini pri učenki z disleksijo. Uspešnost izvedenega treninga smo preverili s primerjavo začetnih in končnih rezultatov ocenjevalnih obrazcev, ki smo jih po potrebi tudi prilagodili. Uporabili smo vprašalnik o učnih strategijah (Pečjak, 1998 v Pečjak in Gradišar, 2012), vprašalnik bralne motivacije (Pečjak, Bucik, Gradišar in Peklaj, 2006; Taylor, 2010, 2013), test za preverjanje razumevanja angleških besedil in angleškega besedišča, ocenjevalne obrazce programa Reading A-Z (2002), s katerimi smo določili in preverili stopnjo bralnega razumevanja. Primerjava začetnih in končnih rezultatov pri učenki je pokazala napredek pri rabi bralnih učnih strategij pred, med in po branju besedila in posledično tudi izboljšanje na področju bralnega razumevanja v angleškem jeziku. Poleg tega je trening po modelu sodelovalnega strateškega branja pozitivno vplival tudi na samo motivacijo za branje v angleškem jeziku in na rabo angleškega besedišča. Predstavljeni trening po modelu sodelovalnega strateškega branja bo koristil tako specialnim in rehabilitacijskim pedagogom pri izvajanju dodatne strokovne pomoči kot tudi učiteljem angleščine, ki bodo model lahko prenesli v svojo poučevalno prakso. Oboji bodo pridobili tudi nova spoznanja z obravnavanega področja.

Language:Slovenian
Keywords:disleksija
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2020
COBISS.SI-ID:27876099 This link opens in a new window
Publication date in RUL:14.09.2020
Views:313
Downloads:32
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Secondary language

Language:English
Title:Development of reading comprehension according to the model »Collaborative strategic reading« in student with dyslexia
Abstract:
The main goal of reading is comprehension, which is especially important for independent learning in school. Many students, especially students with specific learning difficulties, among which are also students with dyslexia, do not know how to use reading comprehension strategies properly, which affects their learning success, general learning failure and other areas of their life. These students also have difficulties in reading and reading comprehension in foreign languages. Because we know how important foreign languages are today and what are their advantages, it is essential that all students are provided with appropriate and quality teaching of foreign language. The purpose of the master´s thesis is to improve the ability of reading copmprehension in English in student with dyslexia according to the model Collaborative Strategic Reading. The model is divided into strategies before, during and after reading and it also provides a framework for working with students who have difficulties in comprehending texts they read. In theoretical part we presented the general characteristics of students with dyslexia and the characteristics and problems that students with dyslexia face when learning a foreign language, especially in the field of reading and reading comprehension. We also introduced metacognition and the use of reading strategies, where students with dyslexia are weaker.Within the use of reading strategies we presented several strategies and models that promote reading comprehension in English, including Collaborative Strategic Reading. We also described the characteristics of motivation in students with dyslexia when learning a foreign language. In the empirical part of the master´s thesis, we were interested in the impact of training on reading comprehension in English according to the model Collaborative Strategic Reading in student with dyslexia. The success of the training was evaluated by comparing the initial and final results of the assessment tools we used, which were also adjusted if necessary. We used a questionnaire on learning strategies (Pečjak, 1998 v Pečjak in Gradišar, 2012), a questionnaire on reading motivation (Pečjak, Bucik, Gradišar in Peklaj, 2006; Taylor, 2010, 2013), a test to check comprehension of English texts and English vocabulary, assessment tools Reading AZ (2002) to determine and verify the level of reading cmprehension. A comparison of the initial and final results showed progress in the use of reading strategies before, during and after reading and consequently also an improvement in reading comprehension in English texts Training had a positive effect on the motivation to read in English and on the use of English vocabulary. The presented training based on a model Collaborative Strategic Reading will benefit both special and rehabilitation teachers in the implementations of additional professional assistance as well as English teachers who will be able to transfer the model into their teaching practice. Both will also gain new insights from this field.

Keywords:dyslexia

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