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Title:Didaktične strategije za poučevanje slovenščine pri učencih z bralno-napisovalnimi težavami : magistrsko delo
Authors:ID Urh, Tajda (Author)
ID Pulko, Simona (Mentor) More about this mentor... New window
Files:.pdf MAG_Urh_Tajda_2026.pdf (1,39 MB)
MD5: DBA70078DEBE043CFCC79E97EEDBD1BB
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Magistrsko delo Didaktične strategije za poučevanje slovenščine pri učencih z bralno-napisovalnimi težavami obravnava strategije, ki jih učitelji in profesorji slovenščine uporabljajo pri poučevanju. Osrednje raziskovalno vprašanje se nanaša na uporabljene didaktične strategije učiteljev slovenščine, ki jih uporabljajo za prilagajanje pouka učencem z bralno-napisovalnimi težavami, ter na njihovo oceno učinkovitosti teh strategij. V uvodnem teoretičnem delu smo uporabili deskriptivno metodo, s katero smo povzeli teorijo in njena spoznanja. V empiričnem delu smo uporabili kvantitativni raziskovalni pristop z anketnim vprašalnikom, pridobljene podatke pa smo analizirali ter interpretirali z metodama analize in sinteze. V empiričnem delu magistrskega dela smo uporabili metodo analize in sinteze, s katerima smo celovito predstavili potek raziskave ter razložili pridobljene rezultate. Raziskava je temeljila na kvantitativnem pristopu, pri čemer smo podatke zbrali s pomočjo anketnega vprašalnika. Zbrani podatki so bili nato analizirani, interpretirani in povezani v smiselno celoto s pomočjo analitično-sintetične metode, kar je omogočilo celovito razumevanje ugotovitev in oblikovanje zaključkov raziskave. Glavni cilj magistrskega dela je bil predstaviti značilnosti bralno-napisovalnih težav ter prikazati njihov vpliv na pouk slovenščine. V okviru empiričnega dela smo želeli raziskati, katere strategije in prilagoditve učitelji pri svojem delu najpogosteje uporabljajo ter analizirati njihova stališča o učinkovitosti teh pristopov. Poleg tega smo si prizadevali ugotoviti, s katerimi izzivi se učitelji srečujejo pri izvajanju prilagojenega pouka, in prikazati primere dobrih praks, ki prispevajo k uspešnejšemu delu z učenci z bralno-napisovalnimi težavami.
Keywords:bralno-napisovalne težave, didaktične strategije, dobra praksa, metode dela, slovenščina, učenci, učitelji
Place of publishing:Maribor
Place of performance:Maribor
Publisher:T. Urh
Year of publishing:2026
Number of pages:1 spletni vir (1 datoteka PDF (VIII, 80 str.))
PID:20.500.12556/DKUM-97944 New window
UDC:37.091.3:811.163.6-056.36(043.2)
COBISS.SI-ID:281226755 New window
Publication date in DKUM:11.06.2026
Views:197
Downloads:16
Metadata:XML DC-XML DC-RDF
Categories:FF
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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:03.05.2026

Secondary language

Language:English
Title:Didactic strategies for teaching slovene to students with reading and writing difficulties
Abstract:The master's thesis Didactic Strategies for Teaching Slovene to Students with Reading and Writing Difficulties examines the strategies that teachers and professors of Slovene use in the teaching process. The main research question focuses on the didactic strategies which are employed by teachers of Slovene to adapt instruction to students with reading and writing difficulties and on how teachers assess the effectiveness of these strategies. In the introductory theoretical part, a descriptive method was used to summarize relevant theories and their key findings. In the empirical part of the research, a quantitative research method using a questionnaire, as well as methods of analysis and synthesis were used. In the empirical part of the thesis, the methods of analysis and synthesis were applied to comprehensively present the course of the research and to explain the obtained results. The research was based on a quantitative approach and data were collected through a questionnaire. The collected data were then analysed, interpreted, and integrated into a coherent whole using the analytical-synthetic method, which enabled a comprehensive understanding of the findings and the formulation of research conclusions. The main aim of the master's thesis was to present the characteristics of reading and writing difficulties and to demonstrate their impact on the teaching of Slovene. Within the empirical part, the study aimed to investigate which strategies and adaptations teachers most frequently use in their teaching practice and to analyse their views on the effectiveness of these approaches. Furthermore, the research aimed to identify the challenges teachers face when implementing adapted instruction and to present examples of good practice that contribute to more successful work with students with reading and writing difficulties.
Keywords:reading and writing difficulties, didactic strategies, good practice, teaching methods, Slovene, students, teachers


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