Razvijanje fluentnosti branja pri učencih z intelektualnimi primanjkljaji

Založnik, Zala (author), Lipec Stopar, Mojca (mentor)

Za otroke z intelektualnimi primanjkljaji so značilne pomembno znižane intelektualne sposobnosti in prilagoditvene veščine. Njihov kognitivni razvoj je upočasnjen, kar vpliva tudi na njihov razvoj na področju bralne pismenosti. Ti otroci ostajajo na nižjih ravneh branja, kar pomeni, da njihovo branje ne dosega tekočnosti, ki je potrebna za bralno razumevanje. Zato jim branje pogosto ne služi za pridobivanje novega znanja. Kontinuirano in intenzivno izvajanje ustrezno izbranih dejavnosti lahko pomembno vpliva na izboljšanje branja. V magistrskem delu smo se osredotočili na spodbujanje bralne zmožnosti treh posameznikov z intelektualnimi primanjkljaji, ki obiskujejo četrti razred Prilagojenega programa vzgoje in izobraževanja z nižjim izobrazbenim standardom. Oblikovali smo program, s katerim smo želeli dobiti vpogled v to, v kolikšni meri se bo branje teh treh posameznikov, ki imajo vidne težave na področju branja, po trimesečnem kontinuiranem programu, ki vsebuje intenzivno, vsakodnevno izvajanje vaj, namenjenih razvijanju bralne tekočnosti, izboljšalo. Pred začetkom srečanj smo preverili bralne zmožnosti učencev s posameznimi nalogami Testa motenj branja in pisanja (T-MBP) (Šali, 1975) in z besedili iz CBM-preizkusa bralne tekočnosti (Košir, 2011a). Na podlagi tega smo oblikovali bralni program. Za izboljšanje tekočnosti branja smo znotraj programa oblikovali nabor dejavnosti, ki smo jih izvajali na srečanjih s posamezniki. Za lažje spremljanje doseganja ciljev programa smo sproti beležili rezultate posameznih dejavnosti in posebnosti. Bralne zmožnosti posameznih učencev smo z istimi nalogami kot na začetku ponovno preverili še na koncu, po vseh izvedenih srečanjih. S pomočjo primerjave začetnih in končnih rezultatov testiranj smo potrdili, da vsakodnevne bralne aktivnosti pomembno vplivajo na zmanjšanje napak pri branju, na izboljšanje bralne tekočnosti in posledično tudi na razumevanje prebranega tudi pri posameznikih z znižanimi intelektualnimi sposobnostmi.

• Language: Slovenian
• Keywords: branje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2020
• PID: 20.500.12556/RUL-124911
• COBISS.SI-ID: 44444675
• Publication date in RUL: 02.03.2021

Secondary language

• Language: English
• Title: Developing reading fluency of students with intellectual disabilities

Abstract

Children with intellectual disabilities normally have significantly reduced intellectual capacities and adaptation skills. Their cognitive development is delayed, affecting the development of their reading literacy. These children develop a low level of reading, which means that their reading is not fluent enough to ensure reading comprehension. In these cases, reading is not one of the methods of how to acquire new knowledge. Continuous and intensive implementation of carefully selected activities can significantly contribute to the improvement of reading. In the master's thesis, we focused on how to encourage the development of reading skills in three individuals with intellectual disabilities, attending the fourth grade of separate special education with a lower education standard. We drew up a program, designed to determine to what extent reading of these three individuals, who have problems with reading, will improve after a three-month continuous program, encompassing everyday intensive implementation of activities, aimed at improving reading literacy. Prior to the implementation of our activities, we examined the children's reading skills with individual tasks taken from the Reading and Writing Disorder Test (T-MBP) (Šali, 1975) and with texts from the CBM Reading Fluency Test (Košir, 2011a), based on which a reading program was set up. In order to improve reading fluency, we selected some activities within the program and performed them at our meetings. As we wanted to monitor the achieved goals set in the program, we kept a record of results related to individual activities and noted any particularities. Once we conducted all the meetings, we tested the pupils' reading fluency with the same tasks as at the beginning. By comparing the initial and final results of the tests, we confirmed that everyday reading activities have a significant impact on the reduction of reading errors, on the improvement of reading fluency and, consequently, on the comprehension of the read content in individuals with reduced intellectual capacities.

• Keywords: reading