Vpliv subvokalizacije na bralno razumevanje v različnih starostnih skupinah

Marinšek, Barbara

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Title:	Vpliv subvokalizacije na bralno razumevanje v različnih starostnih skupinah
Authors:	ID Marinšek, Barbara (Author) ID Kordigel Aberšek, Metka (Mentor) More about this mentor...
Files:	UN_Marinsek_Barbara_2016.pdf (1,17 MB) MD5: 5F33ABD33FAE1AD870B038DDC9B6F6A2
Language:	Slovenian
Work type:	Undergraduate thesis
Typology:	2.11 - Undergraduate Thesis
Organization:	PEF - Faculty of Education
Abstract:	V današnjem času si življenja brez branja sploh ne moremo več predstavljati, zato je zelo pomembno, da branju že v samem začetku šolanja namenimo veliko časa, saj je bralno razumevanje bistveno za vse nadaljnje učenje, ki sledi z leti šolanja. Pomembno je, da se zavedamo, da obstajajo vse tri ravni bralnega razumevanja in da ni dovolj, če učenci obvladajo le prvo raven. V šoli si moramo prizadevati, da bodo učenci znali besedilo prebrati, iz njega razbrati bistvene podatke, o besedilu tudi sklepati in o njem samostojno razmišljati. Ker je branje tako zelo pomembno, sem se odločila, da v svoje diplomskem delu preverim vpliv subvokalizacije na bralno razumevanje v različnih starostnih skupinah. V uvodu sem najprej izvedla dva preizkusa z besednimi verigami, kjer sem v prvem preizkusu uporabila metodo z žvečilnim gumijem, da sem učencem preprečila subvokalizacijo. V drugem preizkusu so reševali besedne verige brez žvečilnega gumija in jim je bila subvokalizacija omogočena. V mesecu aprilu sem testirala 3. a in 5. a razred na Osnovni šoli Zreče (dalje OŠ Zreče). Besedne verige je bil preizkus, ki je potekal na računalniku in je bil časovno omejen. Učenci so ta preizkus reševali s tipko presledek in z miško ter tako ločevali skupaj napisane besede. Pri teh dveh preizkusih me je zanimal čas reševanja s subvokalizacijo in brez nje tako v tretjem kot v petem razredu. Nato sem v obeh razredih izvedla dva preizkusa bralnega razumevanja ljudskih pravljic z metodo žvečilnega gumija in brez njega. Učenci so v posameznem preizkusu prebrali ljudsko pravljico in nato samostojno odgovorili na vprašanja prve, druge in trejte ravni razumevanja. Tukaj me je zanimala uspešnost učencev tretjega in petega razreda pri bralnem razumevanju skupno na vseh treh ravneh in nato še na posamezni ravni razumevanja.
Keywords:	Slabe bralne navade, bralno razumevanje, subvokalizacija, bralna motivacija, ovire pri branju, pismenost, prva raven razumevanja, druga raven razumevanja, tretja raven razumevanja.
Place of publishing:	Maribor
Publisher:	[B. Marinšek]
Year of publishing:	2016
PID:	20.500.12556/DKUM-60724
UDC:	028(043.2)
COBISS.SI-ID:	22590472
NUK URN:	URN:SI:UM:DK:K0JCEVJ7
Publication date in DKUM:	28.09.2016
Views:	1886
Downloads:	140
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	The Subvocalization impact on reading comprehension within various age groups
Abstract:	Nowadays it is impossible to imagine life without reading. It is therefore very important that we spend a lot of time reading at the very start of education, because reading comprehension is essential for all further learning, followed by years of schooling. It is important to be aware that there are three levels of reading comprehension, and it is not enough for students to master only the first level of understanding. At school, an effort should be made in order for pupils to be able to read the text, understand the essential information, make their own conclusions and think critically of the text. Because reading is so important, I decided to check my thesis of subvocalization impact on reading comprehension in different age groups. In the introduction, two tests of verbal chains were conducted. In the first test a method with chewing gums was used to prevent the pupils’ subvocalization. In the second test, pupils solved word chains without the chewing gum so that subvocalization was enabled. In April, I tested 3.a and 5.a class at Zreče elementary school. Word chain test was held on the computer and was limited in time. Pupils solved this test by pressing the space bar and the mouse, and thus separated words spelled together. In these two tests, I was interested in the time pupils needed to finish the task with and without the subvocalization impact, both in the third and fifth grade. Two tests of folk tales reading comprehension with and without the chewing gum were conducted in both classes. Pupils in each experiment read a folk tale and then independently answered the questions at first, second and third level of understanding. I was interested in the third and fifth grade pupils’ performance of reading comprehension at all three levels together, and at individual levels of understanding.
Keywords:	Poor reading habits, Reading comprehension, Reading, Subvocalization, Reading motivation, Obstacles in reading, Literacy, The first level of understanding, The second level of understanding, The third level of understanding.

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