STOPNJA PISMENOSTI UČENCEV V 1. RAZREDU

Belak, Laura; Grošelj, Sonja

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Title:	STOPNJA PISMENOSTI UČENCEV V 1. RAZREDU
Authors:	ID Belak, Laura (Author) ID Grošelj, Sonja (Author) ID Ropič Kop, Marija (Mentor) More about this mentor...
Files:	UNI_Groselj_Sonja_2011.pdf (2,75 MB) MD5: 95C37AC2EABB83C82549C3C0DF8D56F4 PID: 20.500.12556/dkum/d67ed314-1cc9-46dd-bd8c-0ed9f551dd83
Language:	Slovenian
Work type:	Undergraduate thesis
Organization:	PEF - Faculty of Education
Abstract:	POVZETEK Opismenjevanje je naraven jezikovni pojav, ki se začne že v zgodnji predšolski dobi, saj otroka simbolni svet znakov obkroža tako rekoč od rojstva. Pri procesu opismenjevanja gre za razvoj vidnih in slušnih procesov, grafomotorike, vidno-gibalne usklajenosti in za pridobivanje spoznanj, da je moč govorjeno zapisati in zapisano prebrati. Pouk opismenjevanja je tako za učitelja zahtevna naloga, saj se zaveda, da je končni cilj vsakega posameznika funkcionalna pismenost, otroci pa vstopajo v šolo na različnih stopnjah pismenosti. V teoretičnem delu diplomske naloge sva predstavili opismenjevanje, kjer sva se osredotočili predvsem na vse štiri komunikacijske dejavnosti (poslušanje, govorjenje, pisanje in branje), ki se razvijajo v prvih treh letih opismenjevanja. Posebno poglavje pa sva namenili tudi motnjam branja in pisanja ter posodobljenemu učnemu načrtu, ki začne veljati z novim šolskim letom 2011/2012 in po katerem bodo učenci morali biti opismeni do zaključka 2. razreda. V empiričnem delu pa sledijo rezultati in interpretacija najine raziskave, ki sva jo izvajali na petih mariborskih osnovnih šolah. S preizkusom pismenosti sva z deskriptivno in kavzalno-ne eksperimentalno metodo raziskovali, v kakšni meri je pri otrocih prvih razredov razvita stopnja pismenosti in kakšen je napredek učencev v štirih mesecih. Obe preverjanji, z razmahom štirih mesecev, sta bili izvedeni z istim instrumentarijem, saj le tako lahko govorimo o realnem napredku učencev.
Keywords:	KLJUČNE BESEDE: opismenjevanje, metode opismenjevanja, poslušanje, govorjenje, pisanje, branje, preizkus pismenosti
Place of publishing:	Celje
Publisher:	[L. Belak]
Year of publishing:	2011
PID:	20.500.12556/DKUM-20204
UDC:	37(043.2)
COBISS.SI-ID:	18653448
NUK URN:	URN:SI:UM:DK:EEPYITR5
Publication date in DKUM:	04.10.2011
Views:	3732
Downloads:	436
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	LITERACY RATE OF PUPILS IN THE FIRST GRADE OF PRIMARY SCHOOL
Abstract:	SUMMARY Becoming literate is a natural process in language development, which starts at an early pre-school age. A child's world is always full of symbols, which starts at birth and only continues to develop from then on. During the process of becoming literate, visual and audio processing skills, graphomotorics, and the coordination of visual and physical develop and the child is quickly becoming aware that the spoken word can also be written down, and that the written word can be read out as well. Teaching how to read and write can be quite a demanding task for a teacher who is aware of the fact that the final goal of every individual is to be literate in a functional way, but who realises that children enter school at different levels of being literate. In the theoretical part of this paper we describe the process of teaching how to read and write, where we focus on the four ways to communicate (listening, speaking, writing and reading), which are being developed in the first three years of teaching how to read and write. A special chapter focuses on learning disabilities in the field of reading and writing, and on the new school curriculum, which is steppig into force with the school year 2011/2012, and according to which all pupils will have to be functionally literate until the end of second grade. In the empirical part, the results and an interpretation of our survey, conducted at five different elementary schools in Maribor, can be found. A descriptive and nonexperimental causal method was used in testing pupils' literacy to explore the rate of literacy of first grade pupils. After four months we then measured the progress these pupils have made within that time period. Both tests were done with the same testing methods, since only in this way we can compare the results objectively and measure the real level of pupils' progress.
Keywords:	Teaching how to read and write, methods of teaching how to read and write, listening, speaking, writing, reading, literacy test

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