20.500.12556/DKUM-93287 Povezanost družinskega branja in bralnega razumevanja neumetnostnih besedil pri učencih 2. razreda magistrsko delo The relationship between family reading and reading comprehension of non fiction texts in second grade students Magistrska naloga obravnava povezanost družinskega branja z bralnim razumevanjem neumetnostnih besedil. Družinsko branje, opredeljeno kot skupno branje med dvema generacijama (starši in otroki), pomembno prispeva k opismenjevanju, bogatitvi besednega zaklada, izboljšanju jezikovnega izražanja ter oblikovanju pozitivnega odnosa do branja. Namen raziskave je bil preučiti, ali obstaja povezava med pogostostjo družinskega branja in uspešnostjo učencev pri razumevanju neumetnostnih besedil. V okviru empiričnega dela smo skozi šolsko leto z bralnimi listi spremljali, kako pogosto učenci berejo skupaj s starši, ob koncu leta pa so učenci reševali naloge za preverjanje bralnega razumevanja. Rezultati raziskave niso pokazali izrazite razlike v splošni uspešnosti, so pa učenci, ki so bili pogosteje deležni družinskega branja, dosegli boljše rezultate pri nalogah odprtega tipa ter izkazali bolj uravnoteženo uspešnost med zahtevnejšimi nalogami odprtega tipa in lažjimi nalogami alternativnega tipa ter dopolnjevanja. Povezanost med pogostostjo družinskega branja in časom reševanja delovnega lista ni bila statistično značilna. Ugotovitve potrjujejo pomen družinskega branja za učenčevo opismenjevanje ter oblikovanje učinkovitih in trajnostnih bralnih navad. The master's thesis delves into the relationship between family reading and the reading comprehension of non-fiction texts. Family reading, defined as shared reading between two generations (parents and children), significantly contributes to literacy development, vocabulary enrichment, enhanced language expression, and the formation of a positive attitude toward reading. The aim of the research was to inquire whether there is a correlation between the frequency of family reading and students' success in understanding non-fiction texts. As part of the empirical study, reading logs were used throughout the school year to monitor how often students read with their parents. At the end of the year, students performed tasks designed to assess reading comprehension. The research results did not show a distinctive difference in overall performance; however, students who engaged in family reading more frequently achieved better results when it came to open-ended tasks and demonstrated more balanced performance between more demanding open-ended tasks and simpler alternative or fill-in-the-blank tasks. There was no statistically significant correlation between the frequency of family reading and the time spent completing the worksheet. The findings confirm the importance of family reading for student's literacy development and the development of effective and sustainable reading habits. branje družinsko branje bralno razumevanje neumetnostno besedilo okoljska vzgoja reading family reading reading comprehension non-fiction text environmental education true true false T. Dražič Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-06-18 07:23:11 2025-08-07 11:56:05 2025-08-08 03:13:30 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (IX, 90 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:028.5:502/504(043.2) 245117187 MAG_Drazic_Tinkara_2025.pdf MAG_Drazic_Tinkara_2025.pdf 1 E08AD049D2E2D42F8429C0948C05C170 fcd2e06b8a286feee1e0f0ad7664df7b389970c7717c0026a5375ef6528d3884 bdf35024-4c04-11f0-8039-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=192343 Pedagoška fakulteta 0 0 0