Odnos med bralno samopodobo in bralnimi zmožnostmi učencev 3. razreda s težavami pri branju : magistrsko delo

Mekuč, Meta (avtor), Juriševič, Mojca (mentor)

V procesu opismenjevanja učenci razvijajo svoje bralne zmožnosti in utrjujejo bralno tehniko v smeri tekočega branja z učinkovitim razumevanjem vsebine. Ob tem se razvija in oblikuje tudi njihovo samozavedanje o lastnih bralnih zmožnostih – bralna samopodoba. Ta se sprva oblikuje na podlagi bralnih dosežkov, v kasnejših letih šolanja pa se razvije pomemben obojestranski odnos med bralno samopodobo in bralnimi zmožnostmi učencev. Branje je osnovna učna spretnost, nujna za usvajanje šolskih znanj, zato je od bralne uspešnosti posameznika odvisna njegova splošna šolska uspešnost. Bralna samopodoba je povezana tudi s splošno učno samopodobo učenca in tako pomembno vpliva na njegovo pripravljenost za šolsko delo, izbiro nalog in vztrajanje pri delu. Težave v usvajanju bralne pismenosti lahko načnejo učenčevo bralno samopodobo in predstavljajo dejavnik tveganja za njegovo kasnejšo bralno in učno uspešnost. V empiričnem delu sem želela ugotoviti, kakšna je povezanost med bralno samopodobo in bralnimi zmožnostmi učencev. Preverjala sem razlike v bralni samopodobi in bralnih zmožnostih med skupinama učencev s težavami pri branju in brez težav pri branju ter med spoloma. Raziskovala sem tudi povezanost med bralno samopodobo in stopnjo 5-stopenjskega modela pomoči, na kateri je učenec obravnavan zaradi težav pri branju. Izračunala sem, kako vse merjene spremenljivke napovedujejo bralno samopodobo. V raziskavi je sodelovalo 134 učencev iz osmih različnih oddelkov, ki so v šolskem letu 2022/23 obiskovali 3. razred na izbranih osnovnih šolah znotraj gorenjske regije. Bralno samopodobo učencev sem ugotavljala z vprašalnikom bralne samopodobe avtorjev Chapmana in Tunmerja. Podatke o bralnih zmožnostih učencev sem zbrala z Ocenjevalno shemo bralnih zmožnosti avtoric Pečjak, Magajna in Podlesek. Dobljeni rezultati kažejo na statistično značilno povezanost med bralno samopodobo in različnimi bralnimi zmožnostmi. Najvišjo povezanost sem ugotovila med bralno samopodobo in hitrostjo glasnega branja. Učenci s težavami branja imajo statistično značilno nižjo bralno samopodobo in bralne zmožnosti v primerjavi z učenci brez težav branja. Ugotovila sem, da med deklicami in dečki v raziskavi ni statistično značilnih razlik v bralni samopodobi in bralnih zmožnostih. Prav tako med bralno samopodobo in stopnjo 5-stopenjskega modela pomoči ni bilo ugotovljene statistično značilne povezanosti. Tekočnost glasnega branja, bralno razumevanje in stopnja 5-stopenjskega modela pomoči so se v modelu regresijske analize izkazali kot pomembni napovedniki bralne samopodobe. V procesu opismenjevanja učenci oblikujejo samozaznave glede svojih bralnih zmožnosti, ki bodo kasneje imele pomemben vpliv na njihovo bralno uspešnost. V tem obdobju je pomembno delo z učenci s težavami na področju branja, ki za vrstniki zaostajajo v bralnem razvoju, ob čemer se soočajo tudi z nižjo bralno samopodobo. To skupino učencev je še posebej pomembno podpreti tako na področju razvoja bralnih spretnosti kot oblikovanja bralne samopodobe.

• Jezik: Slovenski jezik
• Ključne besede: branje, bralne zmožnosti, razvoj samopodobe, bralna samopodoba šolskega otroka, težave branja
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Kraj izida: Ljubljana
• Založnik: M. Mekuč
• Leto izida: 2023
• Št. strani: 77 str.
• PID: 20.500.12556/RUL-151606
• UDK: 028.5(043.2)
• COBISS.SI-ID: 168454147
• Datum objave v RUL: 12.10.2023

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Relationship Between Reading Self-Concept and the Reading Ability of 3rd Grade Students with Reading Difficulties

Izvleček

In the process of literacy development, students develop their reading abilities and reinforce their reading technique towards fluent reading with effective comprehension. At the same time, self-awareness of their own reading abilities – reading self-concept – develops and forms. Reading self-concept is initially formed based on reading achievements, and in the later years of schooling, a significant reciprocal relationship develops between reading self-concept and students' reading abilities. Reading is a fundamental school skill, necessary for acquiring academic knowledge, and therefore, an individual's overall academic success depends on their reading performance. Reading self-concept is also linked to the students’ general academic self-concept and thus significantly influences their readiness for schoolwork, choice of tasks, and persistence in their efforts. Difficulties in acquiring reading literacy can affect student's reading self-concept and pose a risk factor for their later reading and academic achievements. In the empirical part, I wanted to find out what is the correlation between reading self-concept and students' reading abilities. I examined differences in reading self-concept and reading abilities between groups of students with and without reading difficulties, as well as between genders. Within the research, I also explored the correlation between reading self-concept and the level of the 5-stage model of support, at which the student is treated for reading difficulties. 134 pupils from eight different classes attending the 3rd grade in selected primary schools within the Gorenjska region during the academic year 2022/23 participated in the research. The reading self-concept was measured using the Reading Self-Concept Scale by Chapman and Tunmer. Data on students' reading abilities were collected using the Reading Ability Assessment Scheme by Pečjak, Magajna, and Podlesek. The results indicate a significant correlation between reading self-concept and various reading abilities. The highest correlation was found between reading self-concept and the speed of oral reading. Students with reading difficulties showed significantly lower reading self-concept and reading abilities compared to students without reading difficulties. I found no significant differences in reading self-concept and reading abilities between girls and boys in the study. Similarly, no significant correlation was found between reading self-concept and the level of the 5-stage model of support. Oral reading fluency, reading comprehension and the level of the 5-stage model of support were found to be significant predictors of reading self-concept in the regression analysis model. In the process of literacy development, students form perceptions of their reading abilities, which will later have a significant impact on their reading achievement. During this period, working with students who struggle in reading and lag behind their peers in reading development is important. These students may also experience lower reading self-concept. It is particularly important to support this group of students in both areas – developing reading skills and forming their reading self-concept.

• Ključne besede: reading, reading abilities, self-concept development, reading self-concept of primary school students, reading difficulties