Title Početno čitanje i poteškoće u razvoju čitanja u razredu
Title (english) INITIAL READING AND DIFFICULTIES IN A CLASS READING DEVELOPMENT
Author Lorena Bognar
Mentor Irena Krumes (mentor)
Committee member Tihomir Vidranski (predsjednik povjerenstva)
Committee member Irena Krumes (član povjerenstva)
Committee member Jasna Šego (član povjerenstva)
Granter University of Slavonski Brod (Department of Social Sciences and Humanities) (Sub-Department of Teacher and Educator Training) Slavonski Brod
Defense date and country 2021-07-06, Croatia
Scientific / art field, discipline and subdiscipline SOCIAL SCIENCES Education/Rehabilitation Sciences
Abstract U odgojno-obrazovnom sustavu sve se češće uočavaju poteškoće u čitanju kod djece različite dobi, a pojavljuju se i prepoznaju već u najranijoj učeničkoj dobi. Poteškoće u čitanju utječu na brzinu usvajanja i shvaćanja nastavnog sadržaja, što nerijetko podrazumijeva postizanje slabijih rezultata od očekivanoga. Cilj ovog diplomskog rada je ukazati na koji način učitelji razredne nastave mogu utjecati na poteškoće u čitanju, a samim time potaknuti učitelje na promišljanje, shvaćanje i poduzimanje potrebnih koraka. Prije svega, potrebno je razlikovati specifične i nespecifične poteškoće, odnosno one koje su trajne i one koje pravovremenim i ispravnim radom nestaju. Ovim se istraživanjem nastojalo ispitati smatraju li se učitelji razredne nastave dovoljno educiranima i koje korake poduzimaju u prevenciji nespecifičnih prolaznih poteškoća u čitanju s učenicima razredne nastave te koje su najčešće prolazne nespecifične poteškoće u prvom razredu, kako se identificiraju i vrednuju. Istraživanje je provedeno kvantitativnom metodom- anketiranje, na uzorku od 252 učitelja razredne nastave. Ohrabrujuće je zaključiti da se učitelji razredne nastave smatraju dovoljno kompetentnima za prevenciju nespecifičnih poteškoća u čitanju, te da se najčešće pojavljuje slabo razumijevanje pročitanoga i nejasna artikulacija učenika. Najrjeđe se učitelji danas susreću s poremećenim ritmom u čitanju. Isto tako, istraživanje pokazuje da su učitelji razredne nastave uistinu svjesni svoje velike uloge u razvoju vještina svojih učenika, pa naglašavaju da poduzimaju konkretne korake kako bi umanjili nespecifične poteškoće u svome razredu. Ipak, treba naglasiti da učitelji nisu svoje kompetencije u sprječavanju prolaznih nespecifičnih poteškoća stekli za vrijeme svog visokog obrazovanja, nego naknadnim usavršavanjem. Pohvalno je i važno istaknuti da učitelji vrednovanje prilagođavaju vrsti poteškoće, a najviše cijene trud i zalaganje te individualni napredak – što će učenike dodatno motivirati za daljnje napredovanje.
Abstract (english) In the educational system, difficulties in reading are being increasingly observed in children of different ages, and they appear and are recognized at the earliest student age. Reading difficulties both affect the speed of learning and comprehension of teaching content, which often implies weaker-than-expected results achievement. The aim of this thesis is to indicate how primary school teachers can influence students’ reading difficulties, and thus encourage teachers to think, comprehend and take the necessary steps in order to resolve the observed issue. First of all, it is necessary to distinguish between specific and non-specific difficulties, i.e. those that are permanent and those that disappear with timely and correct approach. This study seeks to examine whether primary school teachers are considered sufficiently formally competent and trained, what steps they take to prevent non-specific transient reading difficulties within primary school students and what are the most common transient non-specific difficulties found in first-graders, how they are identified and evaluated. The research was conducted by a quantitative method - a survey, on a sample of 252 primary school teachers. It is encouraging to conclude that primary school teachers are considered and consider themselves competent enough to prevent non-specific reading difficulties, and that poor reading comprehension and unclear articulation are the difficulties they most often encounter in students. Rarely do teachers today encounter a disturbed rhythm in reading. Likewise, research shows that primary school teachers are truly aware of their great role in development of their students’ skills, so they emphasize that they are taking concrete steps to reduce the non-specific difficulties in their classroom. However, it should be emphasized that teachers did not acquire their competencies in prevention of transient non-specific difficulties during their higher education, but through subsequent training. It is laudable and highly important to point out that teachers adapt their evaluation to the type of difficulty, and value effort, commitment and individual progress the most - which will further motivate students for further progress.
Keywords
poteškoće
prolazne nespecifične poteškoće u čitanju
pristupi učenicima s poteškoćama u čitanju
Keywords (english)
difficulties
transient non-specific reading difficulties
approaches to students with reading difficulties
Language croatian
URN:NBN urn:nbn:hr:262:938134
Study programme Title: Integrated undergraduate and graduate university Class Teacher Studies Study programme type: university Study level: integrated undergraduate and graduate Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resource Text
File origin Born digital
Access conditions Access restricted to students and staff of home institution
Terms of use
Created on 2021-07-07 09:26:19