Trening za razvijanje bralnega razumevanja in branja za učenje : diplomsko delo

Pribac, Tina (author), Kavkler, Marija (mentor), Košak Babuder, Milena (comentor)

Razumevanje pri branju je glavni cilj branja v šoli, saj bralec bere zato, da bi prebrano razumel, kajti šele to mu omogoča uporabo informacij oziroma znanja v novih situacijah (Marjanovič-Umek, 2012, str. 66). Pri številnih šolskih predmetih poteka učenje preko branja iz učbenikov in drugih pisnih gradiv. Težave na področju bralnega razumevanja vplivajo na slabši učni uspeh, na nižjo oceno pri posameznih predmetih in posledično na splošno učno neuspešnost (Pečjak, 2010). Med učenci, ki se tekom vzgojno-izobraževalnega procesa pogosto srečujejo s težavami na področju bralnega razumevanja, so učenci s primanjkljaji na posameznih področjih učenja, in sicer na področju branja in pisanja ter prav tako učenci z govorno-jezikovnimi motnjami. Za nudenje ustrezne pomoči in podpore je pomembno poznavanje dejavnikov bralnega razumevanja. Namen diplomskega dela je izboljšati zmožnost bralnega razumevanja z metakognitivnim interstavčnim modelom bralnega razumevanja avtorice Carol Goldfus (v Košak Babuder, 2012). Program sloni na razvijanju bralnega razumevanja z uporabo besedil ob sočasnem razvijanju posameznih bralnih veščin in metakognitivnega zavedanja (Košak Babuder, 2012). Specifičen trening je zajemal 15 srečanj. Izvajala sem ga 3 mesece. V eksperimentalni skupini 1 so sodelovali trije učenci – učenca s primanjkljaji na področju branja in učenec z lažjo govorno-jezikovno motnjo, v eksperimentalno skupino 2 pa so bili vključeni trije učenci brez učnih težav. V kontrolni skupini 1 so bili prav tako vključeni trije učenci – učenca s primanjkljaji na področju branja in učenec z lažjo govorno-jezikovno motnjo, v kontrolno skupino 2 pa so bili vključeni trije učenci brez učnih težav. Pred in po izvajanju treninga sem z učenci eksperimentalne in kontrolne skupine izvedla podteste preizkusa ACADIA (Atkinson, Jonston in Lindsay, 1972), Test motenosti v branju in pisanju avtorja Šalija (1973), preizkus bralnega razumevanja z besedilom Morski pes išče prijatelja (Elley, Gradišar in Lapajne, 1995) in Vprašalnik metakognitivnega zavedanja avtorja Miholica (1994, v Pečjak, 2010). Rezultate prvega in drugega testiranja učencev obeh eksperimentalnih skupin sem primerjala z rezultati učencev obeh kontrolnih skupin, ki treninga niso izvajali. Po končanem treningu je pri učencih eksperimentalne skupine, ki so bili vključeni vanj, opazen večji napredek na vseh izvedenih preizkusih in vprašalniku metakognitivnega zavedanja v primerjavi z učenci, ki v trening niso bili vključeni. Učenci eksperimentalne skupine so izboljšali rezultate na podtestih, ki merijo spretnosti, kot so slušno pomnjenje, besedni zaklad, tehnika branja in ki pomembno vplivajo na razvoj bralnega razumevanja.Med učenci, ki so bili vključeni v trening je največji napredek opaziti pri učencih brez učnih težav iz eksperimentalne skupine 2. Na napredek učencev iz eksperimentalne skupine 2 je poleg treninga vplivala še učenčeva motiviranost, zagnanost in želja po uspehu. Učenci iz obeh kontrolnih skupin so na vseh preizkusih napredovali le minimalno oziroma so dosegli enake rezultate kot ob prvem merjenju. Učenci iz kontrolne skupine 2, ki nimajo učnih težav, so na preizkusu Slušno pomnjenje svoj rezultat v primerjavi s prvim merjenjem celo poslabšali, saj se je rezultat znižal za 4,67 povprečnih točk. Učenci v kontrolni skupini 1 so imeli največ težav s samo tehniko branja kar je razvidno tudi iz rezultatov na preizkusih Besede 1 in Besede 2, kjer so dosegli najnižje rezultate. Pri prvem merjenju so brali počasi in naredili veliko napak, ki so jih ob drugem merjenju še povečali. Na podlagi dobljenih rezultatov lahko sklepamo da bi tudi učenci v kontrolni skupini rezultate izboljšali, če bi bili deležni treninga. Na osnovi raziskave, ki je bila izvedena s šestimi učenci – trije z učnimi težavami in trije brez učnih težav, iz dveh petih razredov, lahko zaključimo, da je predvsem pri učencih, ki imajo učne težave potrebno veliko pozornosti posvetiti elementom (dekodiranje, tekočnost, besedišče, pomnjenje, jezikovne sposobnosti, itd.), ki vplivajo na bralno razumevanje, in da le-te lahko s sistematičnim treningom bralnega razumevanja izboljšamo. Napredek na področju bralnega razumevanja je prav tako pogojen s poznavanjem in pravilno uporabo metakognitivnih strategij pred, med in po branju, ki so jih učenci pridobili tekom treninga. Trening, ki vključuje program z intervencijskim modelom, Metakognitivni inerstavčni model bralnega razumevanja, se je glede na dobljene rezultate izkazal kot uspešen, saj so učenci izboljšali svoje bralno razumevanje, metakognitivne strategije in nekatere kognitivne spretnosti (dekodiranje, tekočnost, besedišče, pomnjenje, jezikovne sposobnosti, itd.), kar nakazuje na potrebo po izvajanju tovrstnih programov.

• Language: Slovenian
• Keywords: govorno jezikovne motnje, metakognitivni-interstavčni model
• Work type: Undergraduate thesis
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Publisher: [T. Pribac]
• Year: 2015
• Number of pages: IX f., 89 str.
• PID: 20.500.12556/RUL-72395
• UDC: 376.1:028(043.2)
• COBISS.SI-ID: 10685769
• Publication date in RUL: 16.09.2015

Secondary language

• Language: English
• Title: Training for developing reading comprehension and reading for learning

Abstract

Understanding a readed text is the aim of reading at school. A reader reads to understand the meaning of a readed text and possibly use acquired informations in new sizuations. Student books and other written material is commonly used at schools. Reading comprehension difficulties lead toward loweer grades and consequently, to learning insuccess. Among students whit reading comprehension difficulties are some whit lacks in specific learning areas, such as difficulties at reading and writting like students whit speech and language disabilities. To provide an according help and support is fundamental to understand reading comprehension factors, This thesis aim is to improve reading comprehension by using the Carol Golfus method which included Metacognitive-inter-sentential model of reading comprehension (in Košak Babuder, 2012). Special program leans on developing reading comprehension using texts while developing several reading skills and metacognitive awareness (Košak Babuder, 2012). Specific training included 15 meetings in a 3 months period. The experimental group 1 was consisted by 3 pupils – two of them with specific reading difficulties and one with speech and language disorder, the experimental group 2 was consisted by 3 pupils with no learning difficulties. The control group 1 was also consisted by 3 pupils - two of them with specific reading difficulties and one with speech and language disorder, the control group 2 was consisted by 3 pupils with no learning difficulties. Before and after the training all the pupils were tested with ACADIA subtests (Atkinson, Jonston in Lindsay, 1972), test for recognizing reading and writing disabilities (Šali, 1973), reading comprehension test using the text entitled Morski pes išče prijatelja (Elley, Gradišar in Lapajne, 1995) and metacognitive awareness questionar by Miholic (1994, v Pečjak, 2010). Results achieved from the first and second testing taken in experimental group 1 and 2 were compared with results from control group 1 and 2, were no training was performed. Final results show pupils from experimental group achieved a bigger improvement on all the tests compared with pupils from control group were no training was performed. Pupils in experimental group show bigger improvement on auditory memory, vocabulary knowledge, decoding skills and fluency subtests, which have a major impact on reading comprehension. The biggest improvement was made by pupils with no learning difficulties although with a major motivation, focus and determination. Pupils in control group 1 and 2 show minimal or same results as in first testing. Pupils from control group 2 with no learning difficulties even worsen their results on auditory memory test. The result decreased for 4, 67 average points. Pupils in control group 1 have achieved lower results on Besede 1 and Besede 2 tests. In fact, bigger decoding and reading fluency difficulties are noticeable. Fluency appears particularly critical. In fact, reading was slowly proceeding and a lot of mistakes were made. Considering results pupils in control group could improve skills if they were included in training. On basis of the research taken on 6 pupils – 3 with learning disabilities and 3 with no learning disabilities, from two 5th grade classes is possible to conclude major attention has to be given on elements influencing reading comprehension, which can be improved by reading comprehension training, especially on pupils with learning difficulties. Successful reading comprehension is correlated with awareness and correct use of metacognitive strategies before, during and after reading, all skills achieved with the training, which includes Metacognitive-inter-sentential model of reading comprehension. The training appears to has a positive impact. Pupils meliorated reading comprehension, metacognitive strategies and some cognitive skills (decoding, fluency, vocabulary, language skills, ecc.). The results of this research show the need of including this type of training in school programs.

• Keywords: reading comprehension