Dyslexia and Foreign Language Learning in Primary SchoolsDijana Šmon
, 2014, diplomsko delo
Opis: The thesis Dyslexia and Learning a Foreign Language in Primary Schools deals with the general difficulties in foreign language learning which are caused by a very specific disorder called dyslexia. The problems that come with the disorder are in most cases transferred across languages and the aim of this thesis was to find out how dyslexia influences on the learning of the foreign language (English) in the primary school, which is becoming an issue and an open question nowadays between scientists and teachers who have a direct contact with the pupils.
The main goals of the thesis are to connect the general characteristics of dyslexia and its influence on English as a foreign language and to identify the main language learning areas and skills in which dyslectics need special support and need to be taken under further investigation. The emphasis is also on providing some solutions, strategies and methods that would help teachers to support their learners with dyslexia.
In the empirical part, I discuss the results. I also provide interpretations of one questionnaire, which was filled in by teachers of foreign language and one test that Slovene learners who have been learning English as their foreign language took. To obtain more additional data, five interviews with English language teachers were transcribed and analysed about their knowledge of dyslexia and the methods that they use to help dyslectics to benefit as much as possible from the foreign language lessons.
Ključne besede: dyslexia, English as a foreign language, early identification, language awareness transfer, differentiation, teachers’ knowledge, developing language skills
Objavljeno: 07.03.2014; Ogledov: 1487; Prenosov: 175
Celotno besedilo (1,01 MB)
Motor structure and basic movement competences in early child developmentRado Pišot
, Jurij Planinšec
, 2010, izvirni znanstveni članek
Opis: Motor development consists of dynamic and continuous development in motor behaviour and is reflected in motor competences (on the locomotive, manipulative and postural level) and motor abilities (coordination, strength, speed, balance, flexibility, precision and endurance). This is a complex process in which a child acquires motor abilities and knowledge in interaction with inherited and environmental factors. A sample of 603 boys and girls, of which 263 were aged five (age deviation +/– 3 days; 18,5 ± 3,1kg body weight; 109,4 ± 4,3 cm body height) and 340 were aged six and a half (age deviation +/– 3 days; 23, 7 ± 4, 3 kg body weight; 121 ± 4,8 cm body height), were involved in this study after written consent was obtained from their parents. The children’s motor structure was established through the application of 28 tests that had been verified on the Slovene population and established as adequate for the study of motor abilities in the sample children. The factor analysis was applied to uncover the latent structure of motor space, and PB (Štalec & Momirović) criteria were used to establish the number of significant basic components. The analysis of the motor space structure revealed certain particularities for each age period. In the sample of 5 year old children, the use of PB criterion revealed four latent motor dimensions, in 6.5 year old children, the latent motor space structure was described with four (boys) and five (girls) factors. Despite the existence of gender differences in motor space structure and certain particularities in each age period mostly related to the factors which influence movement coordination, several very similar dimensions were discovered in both sexes.
Ključne besede: early childhood, motor development, motor skills and knowledge, motor structure, factor analysis
Objavljeno: 21.07.2017; Ogledov: 112; Prenosov: 3
Celotno besedilo (249,13 KB)
From virtual library over dictum and intel until refineVladimir Šimunović
, Hans-Günther Sonntag
, Richard Marz
, Maja Ostojić
, Axel Horsch
, Bojana Filej
, Danica Železnik
, Ana Marušić
, 2008, pregledni znanstveni članek
Opis: The purpose of this paper is to recall how we, medical teachers in Bosnia-Herzegovina (BH), coped with the challenge of reform in higher education and to analyze what in our doing was fashion, which trends we have chosen to follow, and what were the real, substantial and tangible results of our work. Financial support for reform across the board came through the Trans-European Program for Co-operation in Higher Education in Central and Eastern Europe (Tempus), and, since 1997, the five schools of medicine in Bosnia and Herzegovina partnered with academic institutions from nine EU countries in seven granted Tempus projects. The results were tangible: a network of medical libraries was established; medical schools were assessed internally and externally; several important documents were drafted and agreed on; a core group of faculty from Bosnia and Herzegovina was trained in new teaching methods; and research was done and published. Not less important,there were also some less tangible, but perhaps even more important fruits of this cooperation. A sense of trust was established, which is essential for any future collaborative action. Representatives from all sides, previously divided by the war, had a chance to communicate with each other, dispelling some prejudices and regaining belief that it is possible to work together. This example of the schools of medicine of Bosnia and Herzegovina shows that higher education can be a favorable arena for reconciliation. Financial incentive can serve as a catalyst in the process and the presence of impartial partners (in our case, schools of medicine from the EU) proved beneficial for establishing and maintaining trust and good-will.The conclusion is that society rebuilding can be promoted indirectly,through formal education and professional engagement,not necessarily by pressing the “opposing” sides to talk about reconciliation and sign peace declarations.
Ključne besede: medical education, Tempus, ECTS, Quality assurance, curriculum reform, catalogue, knowledge and skills
Objavljeno: 24.07.2017; Ogledov: 139; Prenosov: 3
Celotno besedilo (204,63 KB)
The impact of the acquisition of the letters in a systematic literacy on writing skillsMarija Ropič
, 2014, izvirni znanstveni članek
Opis: Learning letters is associated with a long-term learning. Two basic models are present in obtaining letters in a systematic literacy in Slovenia and abroad. One represents a separate acquisition of the uppercase and lowercase printed letters (sequentially) and the other deals with letters simultaneously. In practice, teachers often asked themselves, especially in times of reforms in literacy, which model of the acquisition of the letters in initial literacy is more efficient. The research focused on the effect of the two most frequently chosen procedures for acquiring letters of structured literacy in Slovenia, namely the simultaneous treatment of the uppercase and lowercase printed letters (lowercase cursive letters and upper-case cursive letters) and consecutive treatment of letters (uppercase printed letters, lowercase printed letters, lowercase cursive letters, and at last, uppercase printed letters). Furthermore, the focus of the research was on the impact of gender on the ability to write. The incidence of errors was observed in terms of selected procedures for acquiring the letters in groups and gender. At the same time, the effect of consolidation of writing individual letters (uppercase and lowercase printed letters in 2nd class, and lowercase and uppercase cursive letters in 3rd class), was examined.
Ključne besede: literary didactics, literacy, process of acquiring letters, prior knowledge, writing skills
Objavljeno: 19.12.2017; Ogledov: 16; Prenosov: 0
Celotno besedilo (559,32 KB)