Trening za razvijanje spretnosti branja in bralne motivacije s pomočjo pristopa vodenega branja ob prisotnosti terapevtskega psa

Barbič, Ema (author), Košak Babuder, Milena (mentor)

okviru magistrskega dela smo oblikovali in raziskali vpliv treninga za razvijanje bralne tekočnosti, bralnega razumevanja in spodbujanje bralne motivacije, ki je temeljil na pristopu vodenega branja ter terapevtskem učinku prisotnosti psa. Omenjene bralne spretnosti so ključne za razvoj bralne pismenosti, kar posameznikom omogoča kakovostno življenje in vseživljenjsko učenje. Z izzivi bralne pismenosti se še posebej soočajo učenci in odrasli s težavami na področju branja. Trening, ki ga predstavljamo v magistrskem delu, je namenjen učencem s težavami na področju branja. Strukturo in okvir treninga smo oblikovali na izbranih značilnostih dveh obstoječih pristopov v pedagoškem delu, za katera so raziskave pokazale, da pozitivno vplivata na razvoj bralnih spretnosti – vodeno branje in terapevtski učinek prisotnosti psa. Vodeno branje je pristop, ki se uporablja v angleških izobraževalnih sistemih za opismenjevanje učencev, terapevtske učinke prisotnosti živali pa se vse bolj opazuje tudi v našem vzgojno-izobraževalnem sistemu. V magistrski raziskavi, ki smo jo izvedli kot študijo primera, nas je zanimalo, ali se bodo po izvedenem treningu izboljšale bralna tekočnost, bralno razumevanje in bralna motivacija, pri izbranem učencu. Informacije o bralnih spretnostih učenca smo pridobili pred in po izvedenem treningu. Za preverjanje bralnih spretnosti smo uporabili test bralnega razumevanja Noben pes ni zadosti, Enominutni test glasnega branja Ptica in slon (preverjanje bralne tekočnosti in bralnega razumevanja) ter Vprašalnik bralne motivacije za mlajše učence. Iz testa SNAP smo uporabili 2. preizkus (preverjanje fonološkega zavedanja) in 3. preizkus Branje nebesed (preverjanje hitrosti in natančnosti branja) ter iz Testa motenosti v branju in pisanju podtesta Branje besed I in II (preverjanje hitrosti in natančnosti branja). Za formativno spremljanje branja smo uporabili prevedene in prirejene obrazce za sprotno spremljanje branja. Del srečanj je bilo izvedenih ob prisotnosti terapevtskega psa, del pa brez njegove prisotnosti. S primerjavo srečanj smo raziskali vpliv terapevtskega psa kot motivatorja na bralno motivacijo učenca, ki smo jo spremljali z neformalno lestvico, na kateri je učenec ocenil svojo bralno motivacijo. Srečanja so potekala na šoli učenca, od sredine aprila do konca šolskega leta. Trening je obsegal 14 srečanj po 45 minut, pred in po treningu pa smo izvedli dodatna srečanja za pridobitev informacij o učinkovitosti treninga. Namen magistrskega dela je bil oblikovati in preveriti vpliv treninga po pristopu vodenega branja ob prisotnosti terapevtskega psa na izboljšanje bralnih spretnosti in bralne motivacije učenca s težavami na področju branja. Primerjava rezultatov začetnih in končnih informacij o bralnih spretnostih učenca je pokazala napredke učenca pri bralni hitrosti, ritmu branja, ekspresiji in enem od treh vidikov bralne motivacije, natančneje pri zaznavanju branja kot težke aktivnosti. Pri bralnem razumevanju in preostalih vidikih bralne motivacije (kompetentnost pri glasnem branju in interes za branje) ni prišlo do napredka. Prav tako je primerjava srečanj pokazala, da prisotnost terapevtskega psa ni pozitivno ali negativno vplivala na bralno motivacijo učenca. Z analizo rezultatov smo potrdili delno uspešnost treninga za razvijanje spretnosti branja in bralne motivacije s pomočjo pristopa vodenega branja ob prisotnosti terapevtskega psa. Struktura treninga je prenosljiva v druge učne situacije, zaradi česar se ga lahko uporablja v specialno pedagoški praksi.

• Language: Slovenian
• Keywords: bralna motivacija
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-133153
• COBISS.SI-ID: 84739331
• Publication date in RUL: 17.11.2021

Secondary language

• Language: English
• Title: Training to develop reading skills and motivation through a guided reading approach in the presence of a therapy dog

Abstract

In our paper we designed and researched effect of training for developing reading fluency, reading comprehension and reading motivation, which was based on the approach of guided reading and therapeutic influence of a dog. These reading skills are the key to development of literacy which enables the readers to have a quality life and a lifelong learning. Students and grownups with reading disabilities are facing diverse challenges when it comes to literacy. Our training was designed to help a student with reading difficulties. It included adjusted and translated program of guided reading and a presence of a therapy dog because different researchers showed their efficiency in developing reading skills and literacy. Guided reading is a known approach to reading development in English countries and therapeutic effects of presence of animals in educational systems are recognized more and more in Slovenian school system, too. In our research we tested training´s efficiency by measurement of progress of a student with reading difficulties who was included in training. We tested his reading fluency, reading comprehension and reading motivation before and after the training. For measuring reading skills we used test of reading comprehension Noben pes ni zadosti, one minute test of reading out-loud Ptica in slon (for measuring reading fluency and reading comprehension) and Vprašalnik bralne motivacije za mlajše učence for measuring reading motivation. From the test SNAP we used 2. test (measuring phonological awareness) and 3. test (reading made-up words for measuring reading speed and reading accuracy) and from Test motenosti v branju in pisanju we used tests Branje besed I in II (measuring reading speed and reading accuracy). For formative collecting of information about student´s reading skills we used translated and adjusted forms for measuring reading skills. We were also curious how will the presence of therapy dog effect student’s reading motivation. A smaller part of training was carried out without the presence of a therapy dog so we could compare its influence on reading motivation of our student. We gathered information about reading motivation of our student with self-evaluating scale at the end of every session. Training proceeded in student´s school. We started training in the middle of April and carried it out till the end of school year. It included 14 sessions of 45 minutes to which we added extra sessions where we collected information about student´s reading skills before and after the training. Training was individualized but because of its structure it can be used in different situations by other special education teachers. Comparison of information collected at the beginning and at the end of training showed student´s progress in reading speed, reading rhythm, expression and one of the aspects of reading motivation (a perception of reading as hard activity). In reading comprehension and other aspects of reading motivation (competence in reading out-loud and interest in reading) the progress was not recognized. Comparison also showed that therapy dog did not have any kind of influence, positive nor negative, on student´s reading motivation. With result analysis we concluded the partial efficiency of training for developing reading skills and reading motivation through a guided reading approach in the presence of a therapy dog.

• Keywords: reading motivation