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Title:Vpliv nekaterih dejavnikov na učinkovitost pisanja učencev
Authors:ID Ropič Kop, Marija (Author)
Files:.pdf Revija_za_elementarno_izobrazevanje_2011_Ropic_Vpliv_nekaterih_dejavnikov_na_ucinkovitost_pisanja_ucencev.pdf (86,80 KB)
MD5: 71D2DD1317626E99B2135D0A0978DC84
 
URL http://rei.pef.um.si/images/Izdaje_revije/2011/2011_04_st_4_revija.pdf
 
Language:Slovenian
Work type:Article
Typology:1.01 - Original Scientific Article
Organization:PEF - Faculty of Education
Abstract:V prispevku je osrednja pozornost namenjena aktualnim vprašanjem, ki so povezana s premikom začetka sistematičnega opismenjevanja po analitično-sintetični metodi iz drugega v prvi razred osnovne šole. Študija izhaja iz bojazni, da bo krajše obdobje razvijanja predbralnih in predpisalnih zmožnosti vplivalo na učinkovitost opismenjevanja, zato meri učinek predbralnih in predpisalnih vaj na kakovost pisanja učencev v 1. triletju osnovne šole pri učencih, ki so bili deležni sistematičnega usvajanja predbralnih in predpisalnih zmožnosti, ter pri učencih, ki takih vaj skorajda niso bili deležni. Natančneje: raziskava preverja vpliv vaj za osnove pisanja, vaj za razvoj glasovnega zavedanja in vaj za vidno zaznavanje na učinkovitost pisanja po nareku. Na osnovi opazovanja ugotavljamo, da imajo učenci pred začetkom sistematičnega abecednega opismenjevanja heterogeno predznanje (poznavanje črk, branje, razumevanje branja, pisanje), da se lahko učenci učinkovito opismenijo (kar dokazujejo posamezne kategorije napak) ne glede na različno pripravo učencev na sistematično abecedno opismenjevanje in da so deklice uspešnejše v pisanju po nareku.
Keywords:predznanje, opismenjevanje, pisanje po nareku, napake, kategorije napak, didaktična gradiva
Publication status:Published
Publication version:Version of Record
Year of publishing:2011
Number of pages:str. 111-126
Numbering:Letn. 4, št. 4
PID:20.500.12556/DKUM-52303 New window
ISSN:1855-4431
UDC:37.091.3
ISSN on article:1855-4431
COBISS.SI-ID:18874888 New window
NUK URN:URN:SI:UM:DK:XUZUQYKT
Publication date in DKUM:10.07.2015
Views:2488
Downloads:201
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Categories:Misc.
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Record is a part of a journal

Title:Revija za elementarno izobraževanje
Publisher:Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakulteta, Založba PEF, Pedagoška fakultete Univerze, Univerza na Primorskem, Pedagoška fakulteta, Univerzitetna založba Univerze v Mariboru
ISSN:1855-4431
COBISS.SI-ID:239555072 New window

Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:10.07.2015

Secondary language

Language:English
Title:The influence of certain factors on the efficiency of young learners' writing
Abstract:The paper introduces current issues related to systematic literacy developmentactivities using analytic-synthetic method being newly introduced in the first and no longer in the second grade of elementary school. The study stems from the concern that a shorter period of developing pre-reading and pre-writing skills affects the efficiency of literacy development. Therefore, it measures the effect of pre-reading and pre-writing exercises on the quality of young learners' writing in the first cycle of elementary school with young learners who have been systematically developing pre-reading and pre-writing skills and young learners who have hardly been given this kind of exercises. Specifically: the study examined the impact of the exercises on the basics of writing, the exercises for developing vocal awareness, and the exercises for visual perception on the effectiveness of writing by dictation. Based on class observation, the study suggests that prior to a systematic alphabetic literacy development, young learners have a heterogeneous background (knowledge of letters, reading, reading comprehension, writing) and that young learners can effectively develop literacy (as evidenced from specific categories of mistakes) irrespective of the difference in preparation of these young learners to the systematic alphabetic literacy acquisition. It also indicates that girls are more successful in writing by dictation.
Keywords:pre-knowledge, systematic alfabetic literacy development, literacy development, writing by didaction, individual categories of mistakes, didactic materials


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  1. Revija za elementarno izobraževanje

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