izpis_h1_title_alt

Formativni preizkus tekočnosti branja v petstopenjskem modelu pomoči za učence z učnimi težavami
ID Košir, Janja (Avtor), ID Magajna, Lidija (Mentor) Več o mentorju... Povezava se odpre v novem oknu

URLURL - Predstavitvena datoteka, za dostop obiščite http://pefprints.pef.uni-lj.si/3862/ Povezava se odpre v novem oknu

Izvleček
Načrtovanje in uresničevanje kvalitetne vzgoje in izobraževanja za skupino učencev z učnimi težavami v slovenskem prostoru temelji na petstopenjskem modelu pomoči za učence z učnimi težavami (v nadaljevanju petstopenjski model). Ta predstavlja učinkovit sistem pomoči in obravnave, ki predvideva fleksibilno prehajanje po stopnjah različno intenzivnih oblik pomoči. Strokovnjaki ugotavljajo, da najintenzivnejše oblike pomoči tudi v slovenskem prostoru prejme izredno veliko število učencev, kot možen razlog za to pa navajajo neučinkovito izvajanje pomoči pri prvih korakih petstopenjskega modela. Kot odgovor na izpostavljen strokovni problem smo v magistrskem delu priredili in preizkusili CBM formativni preizkus tekočnosti glasnega branja kot enega izmed več preizkusov ameriškega modela ocenjevanja, ki temelji na kurikulu (ang. CBM; curriculum based measurement). Preizkus smo izvedli na vzorcu učencev tretjega razreda osemnajstih slovenskih osnovnih šol. Vzorec učencev predstavljajo učenci brez učnih težav (N = 254) in učenci z izrazitimi specifičnimi učnimi težavami na področju branja (N = 79). Rezultat magistrskega dela predstavlja analiza uspešnosti učencev na CBM preizkusu tekočnosti branja. Rezultate CBM preizkusa tekočnosti branja smo primerjali s podtestom tekočnosti branja SNAP, z učiteljevo oceno kvalitete glasnega branja učencev in s preizkusom bralnega razumevanja. Rezultate CBM preizkusa tekočnosti branja, izvedenega v tretjem razredu, smo za nekatere učence primerjali tudi z rezultati nacionalnih preizkusov znanja iz slovenščine, matematike in angleščine, ki so jih učenci reševali v 6. razredu. Za preizkus tekočnosti branja smo opredelili percentilne lokalne bralne norme za 3. razred za začetek šolskega leta ter ob pomoči tujih raziskovalnih izhodišč na tem področju predlagali kritično mejo (normo) tekočnosti branja, ki nam lahko pomaga pri odkrivanju rizičnih učencev. S pomočjo rezultatov smo ovrednotili tudi merske značilnosti preizkusa (zanesljivost, veljavnost, objektivnost, občutljivost in ekonomičnost) in uporabnost CBM preizkusa v povezavi s slovenskim petstopenjskim modelom. V magistrskem delu smo ugotovili, da je trenutna uporaba CBM preizkusa tekočnosti branja v slovenskem prostoru smiselna na ravni širokega skrininga za detekcijo učencev z učnimi težavami na področju začetnega branja kot splošnega indikatorja možne prisotnosti izrazitejših specifičnih učnih težav na področju začetnega branja. Rezultate CBM preizkusa tekočnosti branja je za pridobitev jasnejše slike o izvoru in intenzivnosti težav potrebno dopolnjevati z drugimi diferencialnimi preizkusi. Glavni doprinos magistrskega dela je preizkušanje uporabe enostavnega pripomočka, katerega primeren razvoj in uporaba lahko pripomoreta pri ocenjevanju težav in nudenju pomoči na področju usvajanja spretnosti branja na več stopnjah slovenskega petstopenjskega modela pomoči učencem z učnimi težavami. Z opravljenim delom prispevamo k razvoju časovno učinkovitih in preprostih oblik formativnega ocenjevanja in spremljanja napredka učencev na področju začetnega branja. Opisan prispevek predstavlja izhodišče za nadaljnje oblikovanje CBM preizkusov formativnega spremljanja napredka na področju branja in drugih osnovnih učnih spretnosti.

Jezik:Slovenski jezik
Ključne besede:učne težave
Vrsta gradiva:Diplomsko delo/naloga
Tipologija:2.11 - Diplomsko delo
Organizacija:PEF - Pedagoška fakulteta
Leto izida:2016
PID:20.500.12556/RUL-86028 Povezava se odpre v novem oknu
COBISS.SI-ID:11209801 Povezava se odpre v novem oknu
Datum objave v RUL:19.09.2017
Število ogledov:1692
Število prenosov:347
Metapodatki:XML DC-XML DC-RDF
:
Kopiraj citat
Objavi na:Bookmark and Share

Sekundarni jezik

Jezik:Angleški jezik
Naslov:Formative assessment of reading fluency in the five-step model of support for pupils with learning difficulties
Izvleček:
Planning and implementation of a quality education for pupils with learning difficulties in Slovenia is based on the five-step model of learning support for pupils with learning difficulties (hereinafter referred to as a five-step model). The five step model represents an effective system of support and treatment for pupils with learning difficulties, which provides flexible transitions up and down through five stages of different intensity of support. Experts note that in Slovenia a very large number of students receive the most intense learning support and treatment (received at the fifth step of the five step model). A possible reason for that could be in an inefficient implementation of the five-step model, especially its first steps. As a response to the highlighted problem within this master thesis, as one of several tests, the US curriculum based measurement model (CBM) formative test of oral reading fluency (CBM, curriculum based measurement) was adapted and tested. The test of oral reading fluency (CBM – ORF, curriculum based measurement – test of oral reading fluency) was performed on 18 different Slovenian primary schools on a sample of Slovenian third grade pupils with (N = 79, specific reading difficulty – PPPU, dyslexia) and without (N = 254, average readers) specific learning difficulties. The result of this master thesis represents an analysis of pupils’ performance on the CBM test of oral reading fluency. The results of the test were compared to pupils’ results on SNAP test of oral reading fluency, to pupils' results on the teacher's assessment of the quality of students' oral reading and to pupils' results on reading comprehension test. For a subsample of pupils, the results of the CBM test of oral reading fluency were also compared with pupil's results on the external assessment at the national level (NPZ) in sixth grade for different subject areas (Slovenian language, Mathematics and English). For the CBM test of oral reading fluency the local percentile norms for the beginning of the 3rd grade were developed. On the basis of foreign research results in this area the critical values (criteria, thresholds) of oral reading fluency, which could help in identifying students at risk for reading difficulties in reading, were suggested. On the basis of our results the psychometric characteristics of the test (reliability, validity, objectivity, sensitivity and economy) and the usefulness of the CBM test of oral reading fluency in conjunction with the Slovenian five-step model of support for pupils with learning difficulties in reading, were evaluated. The suggested use of CBM test of oral reading fluency in Slovenia is at the level of a broad screening for detection. The CBM test is useful as an indicator of the possible presence of specific learning difficulties. As a matter of obtaining clearer picture of the source and intensity of the reading difficulties other differential tests need to be performed. The main contribution of the master thesis is in evaluation of CBM oral reading fluency test. Its further development and usage could help in assessing problems and providing support in early reading skills acquisition within the first four stages of the Slovenian five-step model of support for pupils with learning difficulties. The presented work and its results contribute to the development of time-efficient and simple forms of formative assessment of student progress in the area of early reading. It represents a starting point for further development of CBM tests for formative assessment of progress in reading and other basic learning skills.

Ključne besede:learning difficulties

Podobna dela

Podobna dela v RUL:
Podobna dela v drugih slovenskih zbirkah:

Nazaj