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Developing Reading Comprehension in English Course Books for 7th, 8th and 9th Grade of Slovene Primary Schools
Petra Grdadolnik, 2019, master's thesis

Abstract: Reading is a very important part of our lives. As children, we encounter reading through picture books, and later we reach for more demanding texts. The child is becoming literate at reading, which is very important, and reading can also be a starting point for socializing – parents reading together with their children, socializing in book clubs, reading for a reading badge, etc. By reading, children do not only become proficient in reading, but they enrich their speaking skills. Speech, develop their imagination, gain a new source of information, become more versatile and more easily manage different situations. In all this, we should not forget that reading must always be a fun activity, not a constraint or exertion for a child or a student, and that motivation for reading is extremely important. In the master's thesis, I want to highlight the characteristics of reading and reading comprehension, by doing a more detailed analysis of the parts of course books that are designed to develop reading skills, and analyzing the survey, which will reflect students' view of reading comprehension in elementary school.
Keywords: Reading, reading comprehension, reading literacy, course books.
Published: 05.06.2019; Views: 432; Downloads: 61
.pdf Full text (1,79 MB)

Teaching vocabulary items related to the field of nursing at the secondary level
Petra Andrejašič, 2018, master's thesis

Abstract: In the following MA thesis professional language is presented in detail. Professional language is based on general one and characterized by technical terminology. It is an essential part of the lessons in vocational programmes, as it forms the basis for students’ future profession. According to the curriculum, a part of English lessons (English as a foreign language) in vocational programmes should be dedicated to professional language in order to prepare students for their career paths/professional activities throughout Europe. To gain as good learning outcomes as possible, it is of great importance that foreign language teachers integrate professional language into the lessons gradually and in cooperation with teachers of vocation specific subjects. Teachers plan professional foreign language lessons in accordance with the curriculum, while taking into account the needs and wishes of their students. In this way, they aim at efficient and successful learning and at the same time exercise one of the key guiding principles of successful teaching and learning – learner-centred teaching. Choosing appropriate vocabulary is of key importance, as well as giving clear, short explanations of new or unknown vocabulary items that are accompanied by examples of their use and, if needed, also by translations/mother tongue equivalents. Teachers should inform students of different learning strategies that facilitate their learning or acquiring new vocabulary. They should also decide on appropriate teaching methods that motivate students and contribute to their independent learning, as well as teaching/learning materials. As learning foreign languages usually starts with reading, its main features are presented in the MA thesis, focusing on reading professional foreign language texts. In the empirical part our research into the importance of learning professional language in foreign language classes is presented. The survey was carried out among third year students of the nursing school. The findings shows how important they consider learning a professional foreign language, how motivated they are for learning it, and if professional language test results were better compared to all the other foreign language tests.
Keywords: professional language, teaching professional foreign language, curriculum, teaching/learning materials, reading
Published: 08.01.2019; Views: 390; Downloads: 63
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Representation of Gender in Books for the English Reading Competitions in First and Second Triad of Primary School
Nadja Kotnik, 2018, master's thesis

Abstract: The purpose of the MA thesis was to analyse 21 easy readers in terms of gender. The easy readers included in the analysis appeared on one of the two reading lists for the English reading competitions, EPI reading badge and Bookworms in the academic year 2015/2016. The books were examined with quantitative, qualitative and linguistic analysis with the aim of revealing gender bias and stereotyping in the characterization of male and female characters. An initial overview of the sample revealed great diversity in the sample – almost half the sample represented re-written versions of older books, while the other half were books with original plots or adaptations based on recent films. With regard to quantitative analysis, an underrepresentation of female characters was identified in the text as well as the illustrations. In general, males predominated in every category that we quantitatively analysed, but there were a few books where this was not the case. The qualitative and linguistic analysis provided mixed results. There were some newer easy readers where progress in terms of defying gender stereotypes and discrimination was noticeable, but some older books expressed evident gender bias.
Keywords: gender, easy readers, gender stereotypes, gender roles, English reading competitions, linguistic analysis, content analysis, semiotic analysis
Published: 20.11.2018; Views: 379; Downloads: 53
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Web graphic organizers as an advanced strategy for teaching science textbook reading comprehension
Marija Ropič, Metka Kordigel Aberšek, 2012, original scientific article

Abstract: This paper presents the results of the 5 months experiment in which the influence of using a web graphic organizer in the science literacy curriculum was observed. The interest of the study was focused on the quality and quantity of learning/understanding the explicatory text description from the science textbook. The experiment included students at the age of 8-9 years. Science and L1 class were integrated for this purpose: teachers were instructed to use web graphic organizer as a tool for visualizing the text structure on the level of concrete cognitive operations. The results show the effect of using the web graphic organizer on students' competence to find out what in the science textbook text is important, on the level of text comprehension and on the competence of comparing new information with the previous knowledge.
Keywords: education, reading comprehension, science, textbooks, teacher training
Published: 19.12.2017; Views: 486; Downloads: 126
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Neuroscience, world wide web and reading curriculum
Metka Kordigel Aberšek, 2012, original scientific article

Abstract: Neuroscience has proved a malleable nature of our brain. The way of thinking is changing lifelong and not only in early childhood. New media as television, video games, and the Internet change students' cognitive skills. New visual-spatial skills, such as iconic representation and spatial visualization are developed. But parallel to these changes new weaknesses occur. Those are in higher-order cognitive processes, as abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination (Greefield, 2009). Those are the reasons why reading curriculum in contemporary educational system should focus on two groups of aims: deep online reading and linear literature reading. By deep reading is meant the sophisticated processes that propel comprehension and that include inferential and deductive reasoning, analogical skills, critical analysis, reflection, and insight. By linear literature reading is meant primarily reading of fiction, which develops the imagination, inductive analysis, critical and abstract thinking.
Keywords: cognitive skills, linear resding, neuroscience, reading curriculum
Published: 15.12.2017; Views: 631; Downloads: 63
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High-school Students' Use of Fantasy and Science Fiction Reading for Escapism
Janja Papac, 2017, master's thesis

Abstract: The thesis “High-school Students’ Use of Fantasy and Science Fiction Reading for Escapism” encompasses findings connected to adolescence and young adult literature. We present the emotional, cognitive and social characteristics of adolescence. We take a look at the influence that childhood traumas and defense mechanisms may have on adolescents. We also present findings connected to escapism and reading therapy. The genres from the title – fantasy and science fiction - are described, as well as their history. We also described fairytales and folktales. We took a closer look at the Harry Potter book series and the opinion some critics have about its influence on youth, as well as some well-known fairytales children can identify with. In the empirical part, we presented the results of a survey created to examine the reading habits and motivation of high-school students. We found that high-school students’ general satisfaction with life does not greatly influence their choice of reading materials.
Keywords: high-school students, adolescence, literature, fantasy, science fiction, fairytales, escapism, reading therapy
Published: 13.10.2017; Views: 661; Downloads: 104
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Who says they don't read? Slovene elementary school students' reading motivation in EFL
Anja Pirih, 2015, original scientific article

Abstract: A typical (Slovene) teenager today no longer finds reading materials on the book shelves in the local library, but forms a reading list of electronic sources, very often in English. However, in contrast with an abundance of studies focusing on first language (L1) reading strategies and motivation, not a lot of literature can be found on reading motivation in a foreign language, even though it is perceived as one of the most important factors influencing second language (L2) development. The aim of this research is to determine the influences on reading motivation in English as a foreign language in the group of young teenagers (11-14-year-olds) and a possible transfer of L1 reading attitudes to L2 reading. The theoretical framework relies on Wigfield and Guthrie's (1997) self-efficacy theory and Day and Bamford's (1998) expectancy value model. The data obtained from 197 questionnaires give an insight into not only the frequency of reading in English and the type of reading materials, but also the factors influencing teenagers' reading motivation in EFL.
Keywords: reading motivation, elementary school learners, transfer of reading attitudes
Published: 12.10.2017; Views: 563; Downloads: 106
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The importance of visual reading for the interpretation of a literary text
Janja Batič, Dragica Haramija, 2015, original scientific article

Abstract: In this paper, the two authors showcase the results of a research survey on the role of illustrations in the interpretation of literary texts. The survey sample included students of primary education and preschool education, who were given the poem Učenjak (Scholar) by Niko Grafenauer and asked to answer questions regarding the character’s personality and appearance, the literary space, and other factors. The first group of interviewees was given the poem illustrated by Lidija Osterc and the other the same poem illustrated by Marjan Manček. The results showed that the illustration had a significant impact on the message conveyed by the poem, particularly when the illustrator added the context by representing the character’s environment (which was not explicitly given in the text). Furthermore, the results showed the need for the comprehensive reading of an illustrated text, given that it is the interaction between the verbal and the visual that provides vital information necessary for the reader to understand the message of the dedicated literary work.
Keywords: picture books, illustrations, comprehensive reading, interpretation, Grafenauer, Manček, Osterc, Pedenjped
Published: 13.07.2017; Views: 476; Downloads: 78
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Comics as a literary-didactic method and their use for reducing gender differences in reading literacy at the primary level of education
Maja Kerneža, Katja Košir, 2016, original scientific article

Abstract: The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils’ reading literacy and reading motivation, while also reducing the aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and aſter the intervention, by means of questionnaires and tests for pupils. The sample consisted of 143 pupils from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 pupils participated in the experimental group and 70 pupils represented the control group. Effects of the use of comics as a literary-didactic method were not found: using comics as a literary-didactic method did not have a statistically significant effect on pupils’ reading literacy and reading motivation. However, when the four-way structure of the research (taking into account the age and gender of the pupils) was considered, some subgroups showed a statistically significant increase in reading interest and attitude towards reading. No reduction of gender differences in reading literacy and reading motivation was found. Based on the results, guidelines for further research are established and suggestions are offered for teachers’ work.
Keywords: comics, gender differences, primary level pupils, reading literacy, reading motivation
Published: 13.07.2017; Views: 594; Downloads: 76
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Disorientation and disillusionment in Post-9/11 poetry
Kristina Kočan, 2016, original scientific article

Abstract: The paper examines the immediate responses that emerged in American poetry after the terrorist attacks on 11 September, 2001. The aim of the paper is not to summarize the tragic events of 9/11, but to show how poets reacted to the terrorist attacks. In response to 9/11, a great deal of poetry emerged that expresses the poetic and completely personal, intimate side of the crisis, and many printed publications appeared in which poets addressed 9/11. Although one can find a range of features in American poetry after the attacks, there are notable similarities among the poetry being produced. The post-9/11 poetry can be divided into thematic clusters. This paper is, however, limited to responses that deal only with feelings of disorientation, loss and despair after 9/11. Furthermore, the paper presents poetic reactions that involve a sense of disillusionment and the idea that everything changed after the attacks. Each thematic cluster offers examples of 9/11 poetry that are interpreted with the help of close reading.
Keywords: American literature, contemporary American poetry, events of 9/1, responses, close reading, trauma, thematic criticism
Published: 16.05.2017; Views: 468; Downloads: 70
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