20.500.12556/DKUM-36609 USPEŠNOST PRAVOPISNIH ZMOŽNOSTI UČENCEV 3. IN 4. RAZREDOV ORTOGRAPHIC SKILLS AND THEIR SUCCESS WITH PUPILS IN THIRD AND FOURTH CLASSES Opismenjevanje pomeni naučiti se brati in pisati. Učenci se v devetletni osnovni šoli že precej zgodaj seznanijo z opismenjevanjem. V šoli med drugim spoznavajo branje, pisanje, grafomotoriko pisanja in osnove pravopisa. Vse to sem na opisala v teoretičnem delu. Posebno poglavje sem namenila motnjam branja in pisanja. Učenci se med seboj močno razlikujejo po intelektualnih sposobnostih, motivaciji in še po mnogo drugih dejavnikih. Učiteljevo poznavanje učenčevega predznanja je pomembno, saj lahko na ta način individualizira pouk in spremlja njegov napredek. Namen diplomskega dela je preveriti uspešnost pravopisnih zmožnosti učencev 3. in 4. razredov. V raziskavi so sodelovali učenci štirih mariborskih šol. V empiričnem delu sledijo rezultati in interpretacija moje raziskave, ki sem jo izvajala na štirih mariborskih osnovnih šolah. Pravopisno znanje smo preverjali prvič meseca marca 2011 v tretjem razredu, drugo preverjanje pa sem izvedla v mesecu decembru 2011 z istimi učenci, ki so takrat obiskovali 4. razred. S preizkusom pismenosti sem z deskriptivno in kavzalno-neeksperimentalno metodo raziskovala, v kakšni meri so pri učencih razvite pravopisne zmožnosti in kakšen je napredek učencev v roku devetih mesecev. Obe preverjanji sta bili izvedeni z istim preizkusom znanja, saj lahko le tako govorimo o realnem napredku učencev. Literacy development means learning how to read and write. Primary school learners are acquainted with it at an early stage. They learn about reading, writing, graph motor skills and the base of orthography. All this is presented in the theoretical part. A special chapter deals with reading and writing disability. Learners differ from one another according to their intellectual capabilities, motivation and other factors. It is very important for a teacher to be familiar with the learner's previous knowledge, since it helps to make lessons individualized and keep records on pupils’ progress. The aim of diploma paper is to check orthographic skills and their success with pupils in third and fourth classes. Learners attending four different schools in Maribor participated in this research. The results and interpretation of my research are described in the empirical part of my diploma. Orthographic knowledge was first tested in March 2011 in the third class and the second one was carried out in December 2011 with the same learners, visiting the fourth class at the time. The literacy test was used in order to find out to what extent orthographic skills are developed and to find results of learners' progress in nine months. Both test papers were the same since this is the only way to talk about actual progress. Grafomotorika načini usvajanja črk metode opismenjevanja pisanje branje pravopis motnje branja in pisanja graph motor skills manners of letter assimilation methods of literacy development writing reading orthography reading and writing disability true true false [M. Verhnjak] Slovenski jezik Angleški jezik Diplomsko delo 2012-06-17 19:37:41 2012-07-13 11:57:16 2022-04-20 08:53:41 2021-04-15 03:50:33 2012 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.2(043.2) 19250696 URN:SI:UM:DK:YXFPPOOO UNI_Verhnjak_Melita_2012.pdf UNI_Verhnjak_Melita_2012.pdf 1 8C9151191C6DAAB4F25EA09971F7700F 350e590d39553489083c53f5472f3f2d3d1c0e30c23f17adc0dba8f4d3d2fcce 168d1232-7c08-11eb-bb7a-00155d0001ca 20.500.12556/dkum/2552085a-0bd0-49e9-a9cb-042e86c2f07b https://dk.um.si/Dokument.php?lang=slv&id=47829 Pedagoška fakulteta 0 0 0