The development of reading ability is one of the most important processes of early literacy. We start developing our reading ability in pre-school period and continue to develop it throughout life. Learning to read may be stressful for many a learner, so the teacher has to provide for every learner to advance at their own pace. The teacher has to provide an encouraging learning environment and establish a genuine contact, which will help motivate the child. A short repetition of reading is needed every day so the learner can advance and maintain the will to read. As teachers and parents we must discuss reading with learners and set a good example. Parents have an important role in learning to read. If a learner has a positive stimulation and support from the parents, it will be easier to assimilate the reading technique for him or her. The problems arise with learners coming from less favourable family environments who do not understand that reading is important. These learners need a genuine contact with the teacher, which is very hard to maintain during distance learning. Because they are less motivated or unmotivated for reading, they advance very slowly.
The main goal of this work is to establish how the reading ability develops with the help of Juhej, že berem! reader booklet during distance learning. With four second-grade learners who attend one of the Slovenian primary schools, I first conducted a reading test and then practised the reading skill following the booklet. I was also checking the development of reading comprehension.
In the theoretical part of the work I described the process of reading and factors that affect learning to read. I also presented the importance of motivation, cooperation with parents and distance learning, which are important factors at assimilation of reading technique in distance learning. In the empirical part a combined research approach, i.e. action and qualitative research, was used. I applied a descriptive method of pedagogical research. In my action research I included four learners from one of the Slovenian primary schools who were, according to their class teacher, placed as stronger or weaker readers. The parents of the included learners took part in the qualitative part of research.
The results of the interview with the parents showed that family influences the learner’s attitude toward reading. The results of action research showed that learners who read better and have a supportive home environment advance even if they do not have an individual professional support. The results of the research showed that weaker readers who, beside weak technique, do not have a supportive home environment either, do not advance in reading. This became even more obvious during distance learning. On the basis of the research results I predict that the learners who have similar problems will fall behind in the assimilation of reading technique. The results showed that the reader booklet Juhej, že berem! is an adequate material for the learners who need »reading mileage« and, at the same time, a suitable accessory to the teacher for a systematic development of individual’s reading technique. But, considering the results, I deduce that reading material is not enough for reading motivation with a weaker reader, even though it is attractive and professionally written. The reader booklet enables self-evaluation of learner’s reading. Learner A, who was a stronger reader, was able to self-evaluate appropriately and this self-evaluation, together with my confirmation of his self-evaluation, gave him an additional impetus and will to read. Learner B, who was a weaker reader, was not able to self-evaluate appropriately. Oftentimes she marked a happy face because she wanted good grades, although her reading was not adequate.
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