PRIMERJAVA PISMENOSTI UČENCEV NA KONCU PRVEGA IN NA ZAČETKU DRUGEGA RAZREDA

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Title:	PRIMERJAVA PISMENOSTI UČENCEV NA KONCU PRVEGA IN NA ZAČETKU DRUGEGA RAZREDA
Authors:	ID Motaln, Mojca (Author) ID Ropič, Marija (Mentor) More about this mentor...
Files:	UNI_Motaln_Mojca_2012.pdf (2,43 MB) MD5: 2B4517D4883A2B5EE836EB73AED73A65 PID: 20.500.12556/dkum/b0d467fc-9e64-4045-af74-41fac8ca9194
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	Opismenjevanje je celoživljenjski proces, ki se začne že v predšolskem obdobju. Učitelji mu v šoli pripisujejo veliko vlogo predvsem v prvem triletju, ko je opismenjevanju v šoli namenjeno največ ur. Sprva je pri učenju branja in pisanja pomembno le dejstvo, da ti dve zmožnosti učenci avtomatizirajo, v višjih razredih in kasneje v življenju pa opismenjevanje pomeni učenje iz knjig in sproščujoče branje, pisanje za učenje ali za zapomnitev obveznosti in še mnogo več. Ključnega pomena pri opismenjevanju je funkcionalna pismenost. Pri opismenjevanju igra pomembno vlogo tudi poslušanje, od česar je odvisen razvoj branja, pisanja in govorjenja. Razločujoče poslušanje pripomore k hitrejši zapomnitvi črk in k uspešnemu zapisovanju slišanega. V teoretičnem delu diplomske naloge sem predstavila opismenjevanje, pri čemer sem se osredotočila predvsem na branje, pisanje in poslušanje, ki jih v začetnem obveznem izobraževanju najbolj razvijamo. Predstavila sem metode opismenjevanja, postopke pridobivanja črk in motnje, ki se pri opismenjevanju velikokrat pojavijo. Posebno poglavje sem namenila trem komunikacijskim zmožnostim, in sicer poslušanju, branju in pisanju. Pri branju sem veliko vlogo predpisala strategijam, ki jih učenec postopoma obvlada pri stopnjah razvoja branja, prav tako pa dejavnikom, ki bistveno vplivajo na učenje branja. Učenje pisanja poteka hitreje in bolj gladko, če ima učenec dobro razvito grafomotoriko in če jih učitelji opozarjajo na nepravilnosti pri pisanju, zaradi česar lahko imajo učenci kasnejše težave pri zapisovanju črk in besed. V empiričnem delu sledi moja raziskava pismenosti, kjer so rezultati in interpretacija učencev petih mariborskih osnovnih šol. Raziskava je potekala s preizkusom pismenosti, in sicer z dvakratnim preverjanjem učencev, pri čemer je bil preizkus zaradi objektivnosti rezultatov na obeh preverjanjih enak. Pri raziskavi me je zanimala stopnja pismenosti učencev in individualni napredek. Rezultate sem nato prikazala še glede na spol.
Keywords:	začetno opismenjevanje, metode opismenjevanja, motnje opismenjevanja, poslušanje, branje, pisanje ter preizkus pismenosti
Place of publishing:	Maribor
Publisher:	[M. Motaln]
Year of publishing:	2012
PID:	20.500.12556/DKUM-36570
UDC:	37(043.2)
COBISS.SI-ID:	19253512
NUK URN:	URN:SI:UM:DK:UF4OFGDU
Publication date in DKUM:	12.07.2012
Views:	3016
Downloads:	225
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	COMPARISON OF PUPILS' LITERACY AT THE END OF THE FIRST AND AT THE BEGINNING OF THE SECOND CLASS
Abstract:	Literacy acquisition is a lifelong process starting already in preschool period. Primary school teachers ascribe it prime importance particularly in the first three grades, when the most lessons are dedicated to acquiring literacy. At first it is important that pupils automate the abilities to read and to write, then in higher grades and later in life literacy acquisition means learning from books as well as relaxed reading, writing for studies or for memorising responsibilities and much more. Functional literacy is of key importance when acquiring literacy. Listening itself is an important part of literacy acquisition, as it affects development of reading, writing and speaking. Distinctive listening helps with faster memorising of letters and with sucessfull writing of what was heard. The theoretical part of this bachelor’s dissertation introduces literacy aquisition, focusing on reading, writing and listening – the abilities being the most developed in the elementary compulsory education. Further, methodes of teaching literacy, processes of learning letters and frequent disturbances occuring when acquiring literacy are presented. One chapter is dedicated to three communication skills: listening, reading and writing. As far as reading is concerned, major role is attributed to strategies pupils master step by step at various levels of reading development, as well as to factors which significantly affect learning to read. Learning to write progresses faster and smoother if pupil's graphomotor is well developed and if their attention is being drawn to mistakes when writing, lack of which may lead to later problems when writing letters and words. The empirical part consists of a research on literacy, in which pupils of five primary schools from Maribor have been included. The results and the interpretation of the research base on tests of literacy carried out twice; in order to achieve objective results, tests remained the same at both occassions. Focal point of the research lies in the level of pupils' literacy as well as in individual progress. Results are also presented according to gender.
Keywords:	acquiring literacy at early stage, methods of teaching literacy, literacy acquisition disturbances, listening, reading, writing, literacy test

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