JEZIKOVNA IN BRALNA PISMENOST, NAČINI SPODBUJANJA IN POMOČI

Šafarič, Suzana

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Title:	JEZIKOVNA IN BRALNA PISMENOST, NAČINI SPODBUJANJA IN POMOČI
Authors:	ID Šafarič, Suzana (Author) ID Bakračevič, Karin (Mentor) More about this mentor...
Files:	UN_Safaric_Suzana_2016.pdf (825,20 KB) MD5: F03118DA8A600FA177A69DDA0566462C
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	FF - Faculty of Arts
Abstract:	Devetletna osnovna šola je prinesla veliko sprememb v osnovno izobraževanje, kar se kaže predvsem v ogromnih količinah informacij, ki naj bi jih učenci usvojili. Ob tem je osnovna šola razdvojena med vzgojnimi in izobraževalnimi vsebinami. Kot posledica teh sprememb se izgublja pomembnost razvijanja temeljnih sposobnosti, med katere spadata opismenjevanje in bralna pismenost. Pismenost je bila v preteklosti dobrina in privilegij določenih družbenih slojev. Le izbranci so se lahko učili branja in pisanja, ki jim je omogočalo ali utrjevalo družbeni položaj in manj manipulacije z njihovim življenjem. Danes pa sta to temeljni orodji za delovanje vsakega posameznika. Danes skoraj ni možno preživeti dneva, ne da bi se srečali z različnimi oblikami pismenosti: jutranjimi novicami v časopisu, imeni ulic ali drugimi znaki in obvestili na ulici, neizogibnim branjem in pisanjem na delovnem mestu, branjem in pisanjem za potrebe družinskega življenja, lastnega prostega časa ter družbenega udejstvovanja. Poleg različnih vsebin se pojavljajo tudi različne oblike in metode za rabo branja in pisanja, ki so podprte z najnovejšimi tehnologijami, ki se jih že najmlajši naučijo obvladovati. Računalniki, telefoni, bankomati, gospodinjski stroji ipd. so del našega vsakdanjika. Iz tega lahko sklepamo, da pomen pismenosti tako za posameznika kot družbo nenehno narašča. Diplomska naloga podrobneje predstavlja branje, razvojne teorije branja in opismenjevanje, motnje v razvoju opismenjevanja in vpliv različnih dejavnikov na le-te. V drugem delu naloge se osredotoča predvsem na odkrivanje specifičnih učnih težav ob zaključku 3. razreda (opismenjevanja) s pomočjo diagnostičnega nareka in testa branja ter povezava le-teh z oceno pri slovenščini v kasnejšem obdobju.
Keywords:	bralna pismenost, branje, opismenjevanje, motnje branja, diagnostični narek, test branja, specifične učne težave
Place of publishing:	Maribor
Publisher:	[S. Šafarič]
Year of publishing:	2016
PID:	20.500.12556/DKUM-59492
UDC:	37.013.77:373.3(043.2)
COBISS.SI-ID:	22440968
NUK URN:	URN:SI:UM:DK:PC72EBH2
Publication date in DKUM:	24.08.2016
Views:	1844
Downloads:	298
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	LINGUISTIC AND READING LITERACY, METHODS OF ANCOURAGEMENT
Abstract:	Nine-year primary school has brought many changes into primary schooling, which can especially be noticed in huge amounts of information the pupils should acquire. The primary school is divided between contents about upbringing and education. As a consequence of these changes, the importance of developing fundamental skills, which include literacy and reading literacy, is being lost. In the past, literacy was an asset and a privilege of certain social classes. Only the chosen individuals had the possibility of learning to read and write which enabled and established their social position and less manipulation with their lives. Today, however, reading and writing are the basic tools for functioning of every individual. Today, not a day goes by without dealing with different forms of literacy: morning news in the newspaper, street names or other signs and notifications in the streets, unavoidable reading and writing at work, reading and writing for the purposes of family life, one's own free time and social participation. Other forms and methods for the use of reading and writing are appearing in addition to different contents and are supported with new technologies, which even the youngest pupils are learning to use. Computers, mobile phones, cash machines, household appliances, etc., are a part of our everyday. This suggests that the importance of literacy increases; for the individual and for the society. The diploma thesis presents reading, developmental theories of reading and literacy, disorders in the development of literacy skills, and how different factors impact them. In the second part of the thesis, the focus is mainly on the early discovery of specific learning difficulties at the end of the 3rd grade (literacy) with the help of diagnostic dictation, test of reading and the connection of them with the pupil’s mark in the class of Slovenian language in the later period.
Keywords:	reading literacy, reading, literacy, reading difficulties, diagnostic dictation, reading test, specific learning disabilities

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