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Title:Vpliv bralne motivacije na otrokov govorni razvoj v 1. razredu
Authors:ID Remic, Mojca (Author)
ID Kordigel Aberšek, Metka (Mentor) More about this mentor... New window
Files:.pdf MAG_Remic_Mojca_2018.pdf (1,60 MB)
MD5: BF55EC7D0D1F7452F25AA48C67210D8F
PID: 20.500.12556/dkum/cd0e5b47-d291-438b-89bf-0f5713c4a5e8
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:V magistrskem delu z naslovom Vpliv bralne motivacije na otrokov govorni razvoj v 1. razredu predstavljamo teoretične vsebine s področja otrokovega govornega razvoja in bralne motivacije. Otroci vstopijo v osnovno šolo z različno stopnjo govorne kompetentnosti in različno stopnjo bralne motivacije, njuna povezava predstavlja predmet našega raziskovanja. V empiričnem delu podamo rezultate raziskave, v katerih smo predstavili, kako stopnja bralne motivacije vpliva na otrokovo govorno kompetentnost. Raziskavo smo izvedli s petnajstimi učenci prvega razreda v sredini šolskega leta. Bralno motivacijo smo izračunali s pomočjo rezultatov Vprašalnika bralne motivacije za mlajše učence, rezultatov Ček liste Naslovov splošno priljubljenih otroških knjig in slikanic in števila izposojenih knjig v šolski knjižnici. Za preverjanje govorne kompetentnosti smo uporabili nestandardiziran test pripovedovanja zgodbe Kraljična na zrnu graha. Na podlagi pridobljenih rezultatov ugotavljamo, da bralna motivacija vpliva na število uporabljenih besed, število različnih besed, povprečno dolžino povedi, vrste povedi, število opisov dogodkov, število opisov mentalnih stanj junakov in stopnjo koherentnosti pripovedovanih zgodb. Skoraj pri vseh teh merilih zaznavamo statistično značilne razlike glede na različne stopnje bralne motivacije. Skupno rezultati kažejo, da učenci z višjo bralno motivacijo dosegajo višje rezultate pri preverjanju njihove govorne kompetentnosti.
Keywords:govorni razvoj, bralna motivacija, govorna kompetentnost
Place of publishing:Maribor
Publisher:[M. Remic]
Year of publishing:2018
PID:20.500.12556/DKUM-69955 New window
UDC:159.946.3(043.2)
COBISS.SI-ID:23767048 New window
NUK URN:URN:SI:UM:DK:VD2UWNWW
Publication date in DKUM:11.04.2018
Views:1935
Downloads:225
Metadata:XML DC-XML DC-RDF
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:19.03.2018

Secondary language

Language:English
Title:The influence of reading motivation on child's language development in the first grade
Abstract:In the Master's Thesis intitled »The influence of reading motivation on child's language development in the first grade« we present theoretical contents in the field of children's language development and reading motivation. Children start school with different level of languge competentces and different level of reading motivation, the connection of them is the main object of our research. In the empirical part, we provide the results of the research in which we present how the level of reading motivation affects the child's languge competences. The research was carried out on 15 first graders in the middle of the school year. Reading motivation was calculated using the results of Reading motivation guestionnaire for younger students, Children's book title checklist and the number of books rented in school library. To verify speech competence we used a non-standardized storytelling test of the story called The Princess and the Pea. Based on the obtained results, we find out that reading motivation affects the number of all words used, the number of different words, the average length of sentences, the type of sentences, the number of descriptions of events, the number of mental states of the heroes and the degree of coherence of narrative stories. In most of the criteria, we have statistically significant differences with respect to different reading motivation levels. The results show that students with higher reading motivation achieve higher results in verifying their speech competences.
Keywords:language development, reading motivation, language competence


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