KOMPLEKSNA BRALNA UČNA STRATEGIJA VŽN PRI SLOVENŠČINI V 5. RAZREDU

Maučec Ftičar, Natalija; Polančec, Petra

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Title:	KOMPLEKSNA BRALNA UČNA STRATEGIJA VŽN PRI SLOVENŠČINI V 5. RAZREDU
Authors:	ID Maučec Ftičar, Natalija (Author) ID Polančec, Petra (Author) ID Ropič Kop, Marija (Mentor) More about this mentor...
Files:	UNI_Polancec_Petra_2011.pdf (1,44 MB) MD5: C0EFD9D6FDE46B31CE29A679784B94B9 PID: 20.500.12556/dkum/eee456b3-7477-4861-b65a-eb80254205a1
Language:	Slovenian
Work type:	Undergraduate thesis
Organization:	PEF - Faculty of Education
Abstract:	Branje ni le dekodiranje ali prepoznavanje tiskanih oziroma pisanih simbolov – črk, besed ali besednih skupin, pač pa je ena od komunikacijskih dejavnosti, ki služi kot sredstvo za pridobivanje znanja. Vendar z branjem lahko pridobivamo znanje le, če prebrano tudi razumemo. Za dobro razumevanje prebranega in s tem pridobivanje novega znanja imata pomembno vlogo učenčevo predznanje in besedni zaklad. Značilnost učinkovitih bralcev je, da vedno berejo z določenim namenom in z branjem skušajo dobiti odgovore na zastavljena vprašanja ter iz besedila izluščiti bistvo. Pri tem si lahko pomagajo z različnimi bralnimi strategijami, ki jim omogočajo lažje prepoznavanje bistvenih informacij iz besedila ter boljšo zapomnitev le-teh. Ena izmed bralnih strategij za predelavo neumetnostnih besedil je kompleksna bralna učna strategija VŽN, ki zajema celoten učni proces. Bistvo te strategije predstavljajo vprašanja: kaj vemo, kaj želimo izvedeti, kaj smo se naučili. Učinkovitost te strategije sva preizkusili v treh petih razredih osnovne šole, dvakrat v enem šolskem letu v obdobju šestih mesecev. Učenci vseh treh razredov do prvega preverjanja še niso obravnavali besedil s pomočjo kompleksne bralne strategije VŽN. Nato so v obdobju šestih mesecev nekajkrat različna besedila obravnavali po metodi VŽN. Po šestih mesecih sva ponovno opravili preverjanje v vseh treh razredih z enakim besedilom na enak način kot prvič. Obakrat sva izvedli aktivnosti pred branjem in po branju, kjer sva preverili tudi razumevanje prebranega z vprašanji treh ravni.
Keywords:	branje, bralna pismenost, bralno razumevanje, bralne strategije, kompleksne bralne strategije, kompleksna bralna strategija VŽN
Place of publishing:	Maribor
Publisher:	[N. Maučec Ftičar]
Year of publishing:	2011
PID:	20.500.12556/DKUM-18513
UDC:	811.163.6(043.2)
COBISS.SI-ID:	18442248
NUK URN:	URN:SI:UM:DK:X6INJ1LM
Publication date in DKUM:	13.06.2011
Views:	5105
Downloads:	520
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	COMPLEX KWL READING STRATEGIES AT SLOVENE IN FIFTH CLASS
Abstract:	Reading is not merely decoding or recognizing printed or written symbols – letters, words or word groups. It is one of communication activities, which serves as a means for acquiring knowledge. However, we only acquire knowledge with reading if we understand what we have read. Learner's prior knowledge and vocabulary are essential for good understanding of the read and therefore acquiring new knowledge. One characteristic of good readers is that they always read with a certain intention and try to get answers to questions with reading and also grasp the essence of the text. Different reading strategies can help them at this. Reading strategies enable easier recognition of essential information from the text and better memorizing. One of the reading strategies for studying expository texts is complex reading strategy KWL, which stretches through the whole learning process. The essence of this strategy is represented by questions: what we know, what we want to know and what we have learnt. We examined efficiency of this strategy in three fifth classes of primary school, twice in one school year, in a period of six months. Learners in all three classes had not dealt with texts using the complex reading strategy KWL prior to the first examination. Then, in a period of six months they studied different texts a few times following KWL strategy. After six months we did the examination again in all three classes with the same text and in the same way as the first time. We always guided them through pre-reading and after-reading activities, with which we also checked understanding of what they had read using questions of the three stages.
Keywords:	reading, reading literacy, reading comprehension, reading strategies, complex reading strategies, complex reading strategy KWL

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