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Title:Študija primera ugotavljanja bralne kompetentnosti učencev 3. razreda s pomočjo bralnih testov : magistrsko delo
Authors:ID Prša, Tadeja (Author)
ID Kozmus, Andreja (Mentor) More about this mentor... New window
Files:.pdf MAG_Prsa_Tadeja_2024.pdf (1,66 MB)
MD5: 56D717FC891C517775A55B384DFA800E
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Magistrsko delo obravnava ugotavljanje bralne kompetentnosti učencev 3. razreda s pomočjo bralnih testov. V teoretičnem delu magistrskega dela smo predstavili branje in dejavnike branja, ki vplivajo na uspešnost branja. Posebej smo predstavili bralno razumevanje in bralno pismenost. Osredotočili smo se na dimenzije ocenjevanja bralnih zmožnosti, ki vplivajo na branje in napovedujejo bralne zmožnosti učencev. Dotaknili smo se težav na področju branja ter predstavili, kako pomemben je pravilen pristop k branju v prvih letih vzgoje in izobraževanja. Za zmanjšanje šolske neuspešnosti sta ključnega pomena zgodnja obravnava in pomoč, zato smo opredelili različne možnosti pomoči učencem s težavami pri branju. Teoretična spoznanja so predstavljala temelje empirične raziskave, ki je predstavljena v drugem delu magistrskega dela. Namen empiričnega dela je bil pri učencih 3. razreda osnovne šole, ki imajo težave pri branju, ugotoviti napredek v bralnih sposobnostih po izvajanju treninga razvijanja bralnih zmožnosti. Zanimalo nas je, kako vaje branja vplivajo na učence, ali bo razumevanje prebranega besedila pri učencih na koncu šolskega leta večje, kakor na začetku šolskega leta. Na podlagi testiranja smo želeli ugotoviti, ali bodo učenci ob ponovnem preverjanju razumevanja besedila napredovali. S pomočjo primerjave začetnega in končnega testiranja smo potrdili, da trening razvijanja bralne zmožnosti pomembno vpliva na tiho branje, kakovost glasnega branja, razumevanje prebranega, fonološko zavedanje in motivacijo za branje.
Keywords:bralna pismenost, bralno razumevanje, razvoj bralnih sposobnosti, težave na področju branja
Place of publishing:Maribor
Place of performance:Maribor
Publisher:[T. Prša]
Year of publishing:2024
Number of pages:1 spletni vir (1 datoteka PDF (X, 86 str.))
PID:20.500.12556/DKUM-90757 New window
UDC:028.1(043.2)
COBISS.SI-ID:211942659 New window
Publication date in DKUM:17.10.2024
Views:0
Downloads:42
Metadata:XML DC-XML DC-RDF
Categories:PEF
:
PRŠA, Tadeja, 2024, Študija primera ugotavljanja bralne kompetentnosti učencev 3. razreda s pomočjo bralnih testov : magistrsko delo [online]. Master’s thesis. Maribor : T. Prša. [Accessed 17 March 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=90757
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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:19.09.2024

Secondary language

Language:English
Title:A case study of determining the reading competence of 3rd grade students using reading tests
Abstract:The master's thesis deals with determining the reading competence of 3rd grade students using reading tests. In the theoretical part of the master's thesis reading and reading factors that influence reading performance are presented. Reading comprehension and reading literacy are presented specifically. We focused on the dimensions of assessment of reading abilities that influence reading and predict students' reading ability. We dealth with problems in the field of reading and presented how important the correct approach to reading is in the first years of education. Early treatment and help are key to reducing school failure, which is why we have identified various options for helping students with reading difficulties. The theoretical findings were the basis of the empirical research, which is presented in the second part of the master's thesis. The purpose of the empirical work was to determine the progress in reading skills among 3rd grade elementary school students who have reading difficulties after implementation of the training to develop reading skills. We were interested in how the reading exercises affect the students, whether the students' understanding of the read text was greater at the end of the school year than it was at the beginning of the school year. On the basis of the testing, we wanted to determine whether the students would improve upon retesting their understanding of the text. By comparing the initial and final testing, we confirmed that training to develop reading ability has a significant impact on silent reading, quality of reading aloud, reading comprehension, phonological awareness and motivation to read.
Keywords:reading literacy, reading comprehension, development of reading skills, reading diffilcuties


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