izpis_h1_title_alt

Spodbujanje fonološkega zavedanja pri predšolskem otroku
Letnik, Katja (Author), Košak Babuder, Milena (Mentor) More about this mentor... This link opens in a new window, Smrtnik Vitulić, Helena (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/6586/ This link opens in a new window

Abstract
Branje je temeljna spretnost, ključna za učenje šolskih predmetov. Čeprav se proces opismenjevanja začne v prvih razredih osnovne šole, otrok določene spretnosti in veščine, ki predstavljajo osnovo pri začetnem opismenjevanju, razvija že v predšolskem obdobju. Ena od ključnih veščin za razvoj bralnih spretnosti je fonološko zavedanje. Veliko otrok z govorno-jezikovnimi motnjami ima zaradi njihove slabše slušne zaznave in napačnega izgovora glasov in besed težave tudi na področju fonološkega zavedanja. Da bi preprečili ali omilili težave otrok, ki so pomembne za usvajanje bralnih spretnosti, je tem otrokom pomembno zagotoviti ustrezno pomoč in podporo. Ta lahko poteka v obliki individualno usmerjenih treningov, namenjenih kompenzaciji otrokovih težav, pri katerih je ključno, da poleg otrokovih primanjkljajev upoštevajo tudi njihova močna področja in interese ter tako otrokom omogočijo lažje in učinkovitejše učenje. V magistrskem delu smo preverjali, v kolikšni meri lahko z izbranim treningom fonološkega zavedanja vplivamo na razvoj fonološkega zavedanja pri izbranem predšolskem otroku, pri katerem so se na omenjenem področju pokazale težave. V raziskavo smo vključili šest let in tri mesece starega dečka z govorno-jezikovnimi motnjami in motnjami pozornosti s hiperaktivnostjo, s katerim smo izvajali trening. Z dečkovo mamo smo izvedli intervju, ki nam je omogočil prepoznavanje njegovih močnih področij in interesov ter boljše razumevanje težav na področju fonološkega zavedanja. V sklopu empiričnega dela smo z izbranim dečkom izvedli trening fonološkega zavedanja, ki smo ga oblikovali na podlagi Treninga fonološkega zavedanja avtorice Gillon (2008). Trening je vključeval 20 srečanj, ki so trajala 45 minut, vsebine srečanj pa so bile sistematično načrtovane za spodbujanje fonološkega zavedanja, vključevale so tudi dečkova močna področja in interese. Učinke treninga smo preverjali s podtestom Slušna diskriminacija preizkusa ACADIA, podtestom Rimanje preizkusa Predbralnih zmožnosti ter Testom glasovnega zavedanja. Primerjava rezultatov pred izvedbo treninga in po njem je pokazala dečkov napredek na skoraj vseh ocenjevanih spretnostih fonološkega zavedanja, natančneje na področjih slušnega razlikovanja, rimanja, ugotavljanja prvega in zadnjega glasu v besedi, razlikovanja prvega glasu v besedi, identifikacije glasu m, slušne analize in sinteze glasov. Izjema je bilo zlogovanje, pri katerem je deček že na začetnem testiranju dosegel zelo visok rezultat, ki je ob končnem testiranju ostal enak. Na podlagi dobljenih rezultatov lahko zaključimo, da smo z izvedenim treningom prispevali k izboljšanju fonološkega zavedanja pri izbranem predšolskem otroku. Z magistrskim delom smo specialno-pedagoški stroki doprinesli spoznanja o uporabi izbranega treninga in njegovih učinkih pri delu z otrokom/otroki s težavami na področju fonološkega zavedanja.

Language:Slovenian
Keywords:predbralne spretnosti
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2020
COBISS.SI-ID:48788739 This link opens in a new window
Views:83
Downloads:17
Metadata:XML RDF-CHPDL DC-XML DC-RDF
 
Average score:(0 votes)
Your score:Voting is allowed only to logged in users.
:
Share:AddThis
AddThis uses cookies that require your consent. Edit consent...

Secondary language

Language:English
Title:Encouraging phonological awareness in a preschool child
Abstract:
Reading is a fundamental skill, which is crucial for school learning. Although the literacy process begins in the first grades of primary school, a child develops certain skills that form the basis of initial literacy already in the pre-school period. One of the key concepts for the development of reading skills is phonological awareness. Many children with speech and language disorders also have poor phonological awareness due to their auditory processing deficits and incorrect pronunciation. In order to prevent or limit the problems of children, which are important for the introduction of reading skills, support for children should be therefore provided. Support can take the form of individually targeted training, aimed at compensating for children's problems. In such training, child's strong areas and interest are also taken into account, thus enabling children to learn more easily and effectively. In the master's thesis, we wanted to research whether we could influence the development of phonological awareness in a selected preschool child who has problems in this area. The study included a six-year-old and three-month-old boy with speech and language disorders and attention deficit hyperactivity disorder, with whom we conducted the training. We conducted an interview with the boy’s mother, which allowed us to identify his strengths and better understand the problems in the field of phonological awareness. As part of the empirical work, we conducted a phonological awareness training with the selected boy, which we designed based on the Phonological Awareness Training by Gillon (2008). The training included 20 sessions lasting 45 minutes. The contents of the sessions were systematically designed to promote phonological awareness as well as also included the boy’s strong areas and interests. The effects of the training were checked with the sub-test Auditory Discrimination of the ACADIA test, the sub-test Rhyming of the Pre-Reading Abilities Test, and the Test of phonological awareness. Comparison of the results before and after the training showed the boy's progress in almost all assessed phonological awareness skills. Specifically in the areas of auditory differentiation, rhyming, identification of initial and final sounds, discrimination the initial sound in word, identification the sound m in word, segmentation of words into sounds and phoneme blending. The exception was the segmentation of words into syllables, in which the boy already achieved a very high result in the initial testing, which remained the same at the final testing. Based on the obtained results, we can conclude that the conducted training contributed to the improvement of the child's phonological awareness. With the master's thesis, we contributed concrete knowledge to the special pedagogical profession about the use of selected training and its effects on working with children with difficulties in the field of phonological awareness.

Keywords:pre-reading skills

Similar documents

Similar works from RUL:
Similar works from other Slovenian collections:

Comments

Leave comment

You have to log in to leave a comment.

Comments (0)
0 - 0 / 0
 
There are no comments!

Back