20.500.12556/DKUM-12155 Bralna kompetenca učencev v osnovni šoli The reading competence of learners in primary school V teoretičnem delu smo se osredotočili na opredelitev pojma bralne motivacije ter prvine le-te. Osredotočili smo se na prvine notranje bralne motivacije, katero predstavlja bralna kompetenca ali lastna bralna učinkovitost, interes in zatopljenost. Pri prvinah zunanje bralne motivacije smo se osredotočili na socialno motivacijo za branje. Ugotoviti smo želeli bralno samopodobo in vrednotenje branja in bralnih gradiv (bralna kompetenca) ter priljubljenost posameznih bralnih gradiv glede na spol, učni uspeh in razred/starostno stopnjo. Podatke, zbrane z anketnim vprašalnikom, smo obdelali s pomočjo programa SPSS. Za analizo razlik med učenci glede na spol pri bralni samopodobi in vrednotenju branja in bralnih gradiv ter priljubljenosti posameznih bralnih gradiv smo uporabili Mann-Whitneyev U-preizkus. Za analizo razlik med učenci glede na učni uspeh in razred/starostno stopnjo pri bralni samopodobi in vrednotenju branja ter priljubljenosti posameznih bralnih gradiv smo uporabili Kruskall-Wallisov χ2- preizkus in Tukeyev preizkus. Pri analizi razlik v skupnem rezultatu merjenja bralne samopodobe, vrednotenja branja in bralnih gradiv ter bralni kompetenci v celoti glede na spol, učni uspeh in razred/starostno stopnjo smo uporabili t-preizkus. Ugotovili smo, da imajo deklice višjo bralno samopodobo od dečkov in višje vrednotijo branje in bralna gradiva. Bralna samopodoba in vrednotenje branja in bralnih gradiv upada z nižjim učnim uspehom in prav tako dosega nižjo vrednost z naraščanjem razreda/starostne stopnje. Bralna samopodoba je glede na spol, učni uspeh in razred/starostno stopnjo višja od vrednotenja branja in bralnih gradiv. Bralna gradiva v obliki elektronskih medijev so pri učencih bolj priljubljena od bralnih gradiv v klasični, knjižni obliki, od slednjih pa je najbolj priljubljeno gradivo v okviru nešolskega branja oz. gradivo, ki si ga učenci samostojno izposojajo v knjižnici. The focus of the theoretic part is set on definition of the idea of the reading motivation and its primary matter. We focused on the primary matter of the intrinsic reading motivation, which is represented by the reading competence or proper reading efficacy, interest and involvement. The focus of the extrinsic reading motivation was set on the social reading motivation. The main idea was to state reading self-concept and evaluation of reading and reading materials (reading competence) as well as the popularity of particular reading materials according to sex, school results and grade/ age group. Data collected by a questionnaire were processed with SPSS programme. Mann-Whitney U-test was used to analyze the differences among students according to sex dealing with reading self-concept and evaluation of reading as well as the popularity of particular reading materials. Kruskall-Wallis χ2- test and Tukey test were used to analyze differences among students according to school results and grade/age group dealing with reading self-concept and evaluation of reading as well as the popularity of reading materials. When analyzing differences in common result of measuring reading self-concept, evaluation of reading and reading materials and reading competence as a whole according to sex, school results and grade/age group t-test was used. We stated that the girls’ reading self-concept is higher than the boys’. Girls also evaluate reading and reading materials more than boys. Reading self-concept and evaluation of reading and reading materials decline with lower school results and higher grade/age group. Reading self-concept is higher than evaluation of reading and reading materials according to sex, school results and grade/age group. E-reading materials are more popular than classic books when among latter the most popular materials of non-school reading are the materials taken independently from the library. branje motivacija interes zatopljenost bralna kompetenca bralna gradiva prosti čas reading motivation interest involvement reading competence reading materials free time. true true false [P. Hromin] Slovenski jezik Angleški jezik Diplomsko delo 2009-10-09 15:11:32 2009-12-23 13:32:02 2023-09-11 10:45:34 2023-09-12 03:10:37 2009 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37(043.2) 17315080 URN:SI:UM:DK:ZYAM35XK UNI_Hromin_Petra_2009.pdf UNI_Hromin_Petra_2009.pdf 1 7DA118C620B352C003C5329BE4FDCEB1 ad5a829d030b143e73334657e4403e9133efc442856e434c5a28646dfe9e029d 5399334c-7c03-11eb-bb7a-00155d0001ca 20.500.12556/dkum/7caf7b36-04de-4dd6-8da2-607f92f85e5c https://dk.um.si/Dokument.php?lang=slv&id=11336 Filozofska fakulteta 0 0 0