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Title:Učenje učenja govora in jezika pri učencih z motnjo v duševnem razvoju na primeru knjige v lahkem branju
Authors:Volčanjk, Nina (Author)
Licardo, Marta (Mentor) More about this mentor... New window
Haramija, Dragica (Co-mentor)
Files:.pdf MAG_Volcanjk_Nina_2018.pdf (2,65 MB)
 
Language:Slovenian
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Besedila v obliki lahkega branja omogočajo odraslim in otrokom z motnjo v duševnem razvoju, da se v današnjem okolju počutijo kot enakovredni in samostojnejši posamezniki. Posamezniki z motnjo v duševnem razvoju namreč počasneje usvajajo znanje ter počasneje razvijajo kompetence govora, jezika in komunikacije. Besedila v obliki lahkega branja jim omogočajo, da se samostojno izobražujejo, širijo svoje obzorje in razvijajo svoj besedni zaklad ter kompetenco učenja učenja, katere sestavni deli so govor, jezik in komunikacija. Rezultati v empiričnem delu naloge so pokazali, da učenci z lažjo motnjo v duševnem razvoju bolje razumejo besedilo v obliki lahkega branja (eksperimentalna skupina) kot običajno besedilo v primerjavi z učenci, kjer smo brali besedilo v običajni obliki (kontrolna skupina). Prav tako so rezultati pokazali, da so kompetence govora, jezika in komunikacije statistično značilno višje pri učencih, ki so poslušali besedilo v obliki lahkega branja. Učenci, ki so poslušali besedilo v obliki lahkega branja, so svojo razlago pogosteje podkrepili na primerih iz besedila, v večji meri pravilno odgovarjali in pojasnjevali besedne zveze in imeli so manj težav z vzročno-posledičnimi razmerji in argumentacijo svojih dogovorov kot učenci kontrolne skupine. V celoti so bili odgovori učencev v eksperimentalni skupini bolje strukturirani, imeli so kompleksnejšo strukturo povedi, odgovarjali so bolj samozavestno in prepričano od svojih vrstnikov v kontrolni skupini. Z raziskavo smo dokazali, da je uporaba besedil v obliki lahkega branja bolj učinkovita z vidika razvijanja kompetence učenja učenja na preučevanih postavkah (govor, jezik, komunikacija).
Keywords:motnja v duševnem razvoju, učenci s posebnimi potrebami, učenje učenja, lahko branje, govorno-jezikovne motnje, govor, jezik, komunikacija.
Year of publishing:2018
Publisher:[N. Volčanjk]
Source:Maribor
UDC:159.922.76-056.313:159.946.3/.4(043.2)
COBISS_ID:23869960 Link is opened in a new window
License:CC BY-SA 4.0
This work is available under this license: Creative Commons Attribution Share Alike 4.0 International
Views:152
Downloads:43
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Categories:PEF
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Secondary language

Language:English
Title:Learning to learn speech and language for students with mental disability, case study with a book in easy-to-read text
Abstract:Easy to read texts enable adults and children with mental disabilities to feel equivalent and more independent individuals in today’s environment. Individuals with mental disabilities, namely, assimilate knowledge and develop competencies in speech, language, and communication slower. Texts in easy to read enable them to be educated independently, to broaden the horizons, and develop their vocabulary and the competence of learning to learn, whose components are speech, language, and communication. The results in the empirical part showed that students with mild mental disability better understand easy to read texts (the experimental group) as regular texts in comparison to students where we read texts in ordinary form (the control group). The results also showed that competencies of speech, language and communication are statisticallysignificantly higher in students who listened the easy to read text. Students who listened to the easy to read text supported their explanation more frequently on the examples from the text. To a greater extent, they answered and explained phrases correctly. They had fewer problems with cause-and-effect relationships and argumentation of their answers in comparison with the students of the control group. In total, the answers of the students in the experimental group were better structured. They had the more complex structure of the sentence. They answered more self-confidently and convinced in comparison to their peers of the control group. By research, we wanted to prove that the use of easy to read texts is more efficient from the perspective of developing competencies of learning to learn within the studied variables (speech, language, and communication).
Keywords:Mental disorder, students with special needs, learning of the learning, easy reading, disabilities in speech and language, speech, language, communication.


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