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Title:Povezanost družinskega branja in bralnega razumevanja neumetnostnih besedil pri učencih 2. razreda : magistrsko delo
Authors:ID Dražič, Tinkara (Author)
ID Kerneža, Maja (Mentor) More about this mentor... New window
ID Zemljak, Dejan (Comentor)
Files:.pdf MAG_Drazic_Tinkara_2025.pdf (1,20 MB)
MD5: E08AD049D2E2D42F8429C0948C05C170
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Magistrska naloga obravnava povezanost družinskega branja z bralnim razumevanjem neumetnostnih besedil. Družinsko branje, opredeljeno kot skupno branje med dvema generacijama (starši in otroki), pomembno prispeva k opismenjevanju, bogatitvi besednega zaklada, izboljšanju jezikovnega izražanja ter oblikovanju pozitivnega odnosa do branja. Namen raziskave je bil preučiti, ali obstaja povezava med pogostostjo družinskega branja in uspešnostjo učencev pri razumevanju neumetnostnih besedil. V okviru empiričnega dela smo skozi šolsko leto z bralnimi listi spremljali, kako pogosto učenci berejo skupaj s starši, ob koncu leta pa so učenci reševali naloge za preverjanje bralnega razumevanja. Rezultati raziskave niso pokazali izrazite razlike v splošni uspešnosti, so pa učenci, ki so bili pogosteje deležni družinskega branja, dosegli boljše rezultate pri nalogah odprtega tipa ter izkazali bolj uravnoteženo uspešnost med zahtevnejšimi nalogami odprtega tipa in lažjimi nalogami alternativnega tipa ter dopolnjevanja. Povezanost med pogostostjo družinskega branja in časom reševanja delovnega lista ni bila statistično značilna. Ugotovitve potrjujejo pomen družinskega branja za učenčevo opismenjevanje ter oblikovanje učinkovitih in trajnostnih bralnih navad.
Keywords:branje, družinsko branje, bralno razumevanje, neumetnostno besedilo, okoljska vzgoja
Place of publishing:Maribor
Place of performance:Maribor
Publisher:T. Dražič
Year of publishing:2025
Number of pages:1 spletni vir (1 datoteka PDF (IX, 90 str.))
PID:20.500.12556/DKUM-93287 New window
UDC:37.091.3:028.5:502/504(043.2)
COBISS.SI-ID:245117187 New window
Publication date in DKUM:07.08.2025
Views:143
Downloads:85
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:18.06.2025

Secondary language

Language:English
Title:The relationship between family reading and reading comprehension of non fiction texts in second grade students
Abstract:The master's thesis delves into the relationship between family reading and the reading comprehension of non-fiction texts. Family reading, defined as shared reading between two generations (parents and children), significantly contributes to literacy development, vocabulary enrichment, enhanced language expression, and the formation of a positive attitude toward reading. The aim of the research was to inquire whether there is a correlation between the frequency of family reading and students' success in understanding non-fiction texts. As part of the empirical study, reading logs were used throughout the school year to monitor how often students read with their parents. At the end of the year, students performed tasks designed to assess reading comprehension. The research results did not show a distinctive difference in overall performance; however, students who engaged in family reading more frequently achieved better results when it came to open-ended tasks and demonstrated more balanced performance between more demanding open-ended tasks and simpler alternative or fill-in-the-blank tasks. There was no statistically significant correlation between the frequency of family reading and the time spent completing the worksheet. The findings confirm the importance of family reading for student's literacy development and the development of effective and sustainable reading habits.
Keywords:reading, family reading, reading comprehension, non-fiction text, environmental education


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