20.500.12556/DKUM-82898 Učinek glasovnega zavedanja na pisanje nareka v 3. razredu osnovne šole The Effect of Voice Awareness on Dictation Writing in the 3rd Grade of Primary School V naši magistrski nalogi smo se ukvarjali s tematiko razvoja vseh štirih velikih področji komunikacije. Naša vsakodnevna življenja bi brez poslušanja, govorjenja, branja in pisanja izgledala popolnoma drugače. Že če primerjamo komunikacijo z mlajšim otrokom, pri katerem so komunikacijske sposobnosti še v razvoju, z odraslo osebo, je opazna velika razlika. Skozi teorijo smo spoznali, kako pomemben je razvoj glasovnega zavedanja v zgodnjih letih otrokovega razvoja, ter se nato v empiričnem delu posvetili raziskovanju glasovnega zavedanja med učenci tretjega razreda osnovne šole. S pomočjo nareka smo izvedli primerjavo in klasifikacijo napak, ki so jih učenci naredili pri pisanju nareka. Zanimalo nas je, ali bo mogoče po obdobju petih mesecev govoriti o zmanjšanju števila napak pri vseh učencih, ali bodo med dečki in deklicami nastajale pomembne razlike. Ugotovili smo, da učenci niso dosegli enakomernega napredka in da so nekateri pri drugem pisanju nareka naredili celo več napak kot pri prvem pisanju. In our master's thesis, we have been dealing with the development of all four major areas of communication. Our daily lives would look completely different without listening, speaking, reading, and writing. Even if we compare communication with a younger child, where communication skills are still in development, and with an adult, there is a great difference. We have learned, through the theory, about the importance of developing voice awareness in the early years of the child's development and then dedicated our empirical research to voice awareness among students of the third class of primary school. With the help of dictation, we compared and classified the mistakes made in the first and second writing of the dictation. We were interested to see if, after a period of five months, it would be possible to talk about a reduction in the number of errors among all students or to notice a significant difference between boys and girls. We found that the students did not achieve steady progress and that some even made more mistakes in the second writing than in the first narek glasovno zavedanje opismenjevanje tretji razred dictation voice awareness literacy third class true true false [N. Tovornik] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2022-09-07 22:18:50 2022-10-12 13:34:29 2022-10-13 03:26:33 0000-00-00 00:00:00 2022 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:003-028.31(043.2) 125056003 MAG_Tovornik_Nastja_2022.pdf MAG_Tovornik_Nastja_2022.pdf 1 29DFDEF1C0D0D4DFF00702EB52B1FB60 a1e7e027acbe998fc578117a4d43b988828d42c8facb8ba5655c43acea4057db 2ea176ce-2fa7-11ed-bbcc-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=162180 Pedagoška fakulteta 0 0 0