Vpliv didaktičnih iger na glasovno zavedanje, začetno branje in pisanje

Herman, Iza

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Title:	Vpliv didaktičnih iger na glasovno zavedanje, začetno branje in pisanje
Authors:	ID Herman, Iza (Author) ID Ropič Kop, Marija (Mentor) More about this mentor...
Files:	MAG_Herman_Iza_2017.pdf (2,14 MB) MD5: 2BCC22AB787C21E5D1A2485EDB1538E0
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Štirje človeški sporazumevalni dejavniki zajemajo receptivno poslušanje, produktivno govorjenje, receptivno branje in produktivno pisanje. Ko se učimo branja in pisanja, se opismenjujemo. Eden ključnih pogojev za uspešno opismenjevanje je glasovno zavedanje, zato je upravičeno predvidevanje, da na otrokovo opismenjevanje vplivajo tudi didaktične igre za razvijanje glasovnega zavedanja. Z raziskavo smo z multiplo regresijsko analizo skušali ugotoviti, ali učenci, ki uporabljajo didaktične igre za razvijanje glasovnega zavedanja, hitreje in bolje razvijajo glasovno zavedanje, pisanje in branje, od otrok, ki didaktičnih iger ne uporabljajo. Raziskava je temeljila na neslučajnostnem priložnostnem vzorcu 256 prvošolcev mariborskih osnovnih šol. Kontrolna skupina, ki je zajemala 125 otrok, je glasovno zavedanje razvijala brez uporabe didaktičnih iger, eksperimentalna skupina s 131 otroki pa je za razvijanje glasovnega zavedanja uporabila štiri avtorske didaktične igre, dve za začetni glas ter dve za začetni in končni glas. Ugotovili smo, da je glasovno zavedanje na začetku leta statistično značilen prediktor za glasovno zavedanje na koncu leta in za branje na koncu leta, pisanje na začetku leta pa je značilen prediktor za pisanje na koncu šolskega leta. Didaktična igra sicer ni značilen prediktor za glasovno zavedanje na koncu leta, ima pa statistično značilen vpliv na branje in pisanje na koncu leta. Ker je glasovno zavedanje predstopnja učenja branja in pisanja, rezultati kažejo, da so učenci brez uporabe didaktičnih iger napredovali samo do glasovnega zavedanja, kompleksnejših postopkov branja in pisanja pa še ne obvladajo. To kaže, da so učenci, ki so uporabljali didaktične igre, pri opismenjevanju v prednosti v primerjavi z učenci, ki glasovnega zavedanja niso razvijali s pomočjo didaktičnih iger.
Keywords:	Didaktične igre, glasovno zavedanje, branje, pisanje, opismenjevanje.
Place of publishing:	Maribor
Publisher:	[I. Herman]
Year of publishing:	2017
PID:	20.500.12556/DKUM-66207
UDC:	37.091.3:003-028.31(043.2)
COBISS.SI-ID:	23464712
NUK URN:	URN:SI:UM:DK:GA5TZMVY
Publication date in DKUM:	16.11.2017
Views:	2895
Downloads:	505
Metadata:
Categories:	PEF
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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:	14.06.2017

Secondary language

Language:	English
Title:	The impact of didactic games on the phonetic awareness, initial reading and writing
Abstract:	Four human communication factors include receptive listening, productive speaking, receptive reading and productive writing. When we are learning to read and write we are becoming literate. One of the key aspects for successful literacy is phonemic awareness, therefore it is reasonable to predict that also didactic games for development of phonemic awareness influence a child's literacy. In our research we used multiple regression analysis, with which we tried to establish if pupils who use didactic games for developing phonemic awareness develop phonemic awareness, writing and reading faster and better than children who do not practice didactic games. The research was based on non-probability occasional sample of 256 first graders of primary schools in Maribor. The control group, which included 125 children, developed phonemic awareness without the application of didactic games, whereas the experimental group, consisting of 131 children, used four authorial didactic games for developing phonemic awareness, two games for initial sound and two for initial and final sound. We established that phonemic awareness at the beginning of the year is a statistically distinctive predictor for phonemic awareness at the end of the year and for reading at the end of the year, while writing at the beginning of the year is a distinctive predictor for writing at the end of the year. Otherwise a didactic game is not a distinctive predictor for phonemic awareness at the end of the year but it has statistically distinctive influence on reading and writing at the end of the year. Since phonemic awareness is a preliminary phase of learning to read and write, the results show that the pupils without the use of didactic games progressed only to phonemic awareness, whereas they do not master complex procedures of reading and writing. This indicates that pupils who practiced didactic games when obtaining literacy are at an advantage compared with pupils who did not develop phonemic awareness with the help of didactic games.
Keywords:	Didactic games, phonetic awareness, reading, writing, literacy.

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