20.500.12556/DKUM-78169 Gradniki bralne pismenosti Teoretična izhodišča Components of Reading Literacy Theoretical Starting Points Znanstvena monografija o gradnikih bralne pismenosti vsebuje 11 poglavij, v katerih je poglobljeno zajeto izhodišče posameznega gradnika. Razvijanje gradnikov je sistematično, saj so namenjeni vsem stopnjam izobraževanja od vrtca do konca srednješolskega obdobja, hkrati pa je njihov temeljni namen, da se pozornost za razvoj bralne pismenosti usmerja na vsa področja dejavnosti v vrtcu in na vse predmete v osnovni in srednji šoli. Posamezni gradnik se razvija kod del celote, vsi gradniki so povezani s cilji vseh predmetov/področij, razvijajo se procesno. Pomembno je, da se gradniki razvijajo integrirano in v skladu z zmožnostjo otrok, učencev in dijakov glede na njihov razvoj, predznanje, potrebe in posebnosti. Izhodišča se navezujejo na vseh devet gradnikov bralne pismenosti: govor, motiviranost za branje, razumevanje koncepta bralnega gradiva, glasovno zavedanje, besedišče, tekoče branje, razumevanje besedil, odziv na prebrano, kritično branje. The academic monograph on the components of reading literacy includes eleven chapters that take an in-depth look at the basis for each individual block. Developing components of reading literacy is systematic as they are intended for all levels of education, from nursery school to secondary education, and at the same time their essential purpose is to direct the attention on the development of reading literacy into all areas of activities in nursey school and into all subjects in primary and secondary education. Each individual component of reading literacy develops as part of a w hole, a ll components are linked to the goals and objectives of all subjects/areas, and they develop procedurally. It is important that the components of reading literacy develop in an integrated way, in line with the abilities of children and students, depending on their development, prior knowledge, needs and particularities. Monograph includes nine components of reading literacy: speech, reading motivation, comprehending the concept of reading material, phonemic awareness, vocabulary, reading fluency, text understanding, response to the text and creating texts and critical reading. The academic monograph on the components of reading literacy includes eleven chapters that take an in-depth look at the basis for each individual block. Developing components of reading literacy is systematic as they are intended for all levels of education, from nursery school to secondary education, and at the same time their essential purpose is to direct the attention on the development of reading literacy into all areas of activities in nursey school and into all subjects in primary and secondary education. Each individual component of reading literacy develops as part of a w hole, a ll components are linked to the goals and objectives of all subjects/areas, and they develop procedurally. It is important that the components of reading literacy develop in an integrated way, in line with the abilities of children and students, depending on their development, prior knowledge, needs and particularities. Monograph includes nine components of reading literacy: speech, reading motivation, comprehending the concept of reading material, phonemic awareness, vocabulary, reading fluency, text understanding, response to the text and creating texts and critical reading. gradniki bralne pismenosti pismenost slovenski jezik metode medpredmetno povezovanje building blocks of reading literacy literacy Slovenian language methods interdisciplinary connections true true true Univerzitetna založba Univerze Slovenski jezik Angleški jezik Neznano 2020-11-10 10:48:55 2020-11-10 10:48:56 2022-08-06 03:15:25 2020-11-12 03:43:07 2020 0 Maribor 2020 Maribor 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 978-961-286-403-3 028.027.022 35234051 doi.org/10.18690/978-961-286-403-3 URN:SI:UM:DK:MTZTPIEC https://press.um.si/index.php/ump/catalog/book/511 1 https://dk.um.si/Dokument.php?lang=slv&id=147476 Pedagoška fakulteta 0 0 0