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Title:VPLIV GLASOVNEGA ZAVEDANJA NA PISANJE IN BRANJE
Authors:Lahovnik, Janja (Author)
Ropič, Marija (Mentor) More about this mentor... New window
Files:.pdf UNI_Lahovnik_Janja_2010.pdf (5,95 MB)
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Organization:PEF - Faculty of Education
Abstract:Prvo triletje osnovne šole pokriva prvo fazo opismenjevanja, to je učenje branja in pisanja, ob tem pa razvijanje sposobnosti poslušanja in govorjenja. Prvi je proces dekodiranja besed oziroma vzpostavitev odnosa med črko in glasom. Najprej učenci spoznajo znake za črke in glasove, nato pa sledita branje in pisanje. Drugi proces zajema uporabo govornih sposobnosti, ki se kažejo na razumevanju prepoznanih besed. Obvladovanje abecednega zapisovanja zahteva sposobnosti zavedanja besed, zlogov in glasov govora. Da učenci prepoznajo pomen črk v abecednem sistemu zapisa, morajo slišati glasove. Večina učencev sliši prvi glas v besedi okoli sedmega leta starosti. Starost sedmih let pa je tudi minimalna starost glede na fonološko ali glasovno sposobnost učenca, ki omogoča uspešen pričetek opismenjevanja. S preizkusi znanja smo z deskriptivno in s kazalno-neeksperimentalno metodo raziskovali vpliv glasovnega zavedanja na pisanje in branje, in sicer glede na mesečno starost učencev in njihov napredek pri glaskovanju v osmih mesecih. Glaskovati namreč pomeni nevezano brati ali izgovarjati posamezne glasove v besedi. Preizkusi znanja so bili: naloga glaskovanja, narek, domišljijski binom in glasno branje besedila. Da bi videli, kakšen je napredek učencev, smo enake preizkuse znanj ponovili po osmih mesecih.
Keywords:glasovno zavedanje, poslušanje, govorjenje, pisanje, branje
Year of publishing:2010
Publisher:[J. Lahovnik]
Source:Maribor
UDC:37(043.2)
COBISS_ID:17839880 Link is opened in a new window
NUK URN:URN:SI:UM:DK:1KXYKNDI
Views:2006
Downloads:359
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:THE IMPACT OF SOUND AWARENESS ON WRITING AND READING
Abstract:First three years of primary school cover the faze of literacy, that is learning how to read and write, which includes the ability of listening and speaking. The first process is decoding words or establishing the relationship between a letter and a voice. The second process is the use of speaking ability which shows the understanding of words. Knowing the alphabetic recording demands the ability of awareness of words, sounds and voices of speaking. In order to recognize the meaning of letters, the students must hear voices. The majority of students hear the first sound in a word when they are seven years old. Seven years is the minimal age when can children, according to their phonological and voicing ability, successfully start with literacy. With tests and descriptive and indicating non-experimental method we were exploring the influence of voicing awareness on writing and reading, according to the age of students and their progress in voicing segmenting, which they have achieved in a period of eight months. Some students have problems with reading, they cannot coupled read or pronounce voices in words. Tests were a task of voicing segmenting, dictation, imaginative binom and loud reading of a text. To see the progress, we did the same tests again after eight months.
Keywords:voicing awareness, listening, speaking, writing, reading


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