Page 351 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: medsebojni vplivi raziskovanja in prakse. Ljubljana: Pedagoški inštitut, 2021. Digitalna knjižnica, Dissertationes 38
P. 351
povzetki ■ summaries
na njihovo motiviranost opismenjevanja vpliva tudi manj spodbudno oko-
lje. V začetku 1. razredu so tudi učenci, ki še pred sistematičnim učenjem
branja berejo. Pogosto se poraja vprašanje, kako poteka sistematično opi-
smenjevanje učencev v 1. razredu s tako različnim predznanjem.
Opravili smo raziskavo, katere rezultati predstavijo razlike v predznanju
na področju branja. V teoretičnem izhodišču smo pregledali literaturo, ki
je pomembna za našo raziskavo.
Za preverjanje branja smo pripravili šestnajst besed, ki smo jih na podla-
gi težavnostne stopnje oblikovali v štiri sklope. Raziskava potrjuje velike
individualne razlike v predznanju branja. Prav tako opozori na bistveno
manjše zmožnosti pismenosti učencev priseljencev in učencev s šibkim so-
cialno-ekonomskim statusom. Rezultati kažejo, da uporabljeni instrumen-
tarij omogoča prepoznavanje predznanja učencev s področja branja in je v
pomoč učitelju ob diferenciaciji in individualizaciji pri sistematičnem opi-
smenjevanju.
Ključne besede: branje, bralna tehnika, 1. razred, glasovno zavedanje, soci-
alno-ekonomski status
Students‘ ability to read words at the beginning
of 1st grade
To better understand the individual differences in prior knowledge in the
field of reading at the beginning of 1st grade among pupils, it is necessa-
ry to recall some factors that affect pre-reading and reading abilities in the
preschool period. In recent years, we have been recording immigration of
people in Slovenia, including families with pre-school or school-age chil-
dren. At the same time, we also perceive the weak socioeconomic status of
families, which has a less favorable effect on initial literacy. In bigger cities,
there are primary schools with a larger number of immigrant pupils. The-
se pupils have poorer knowledge of the language in which they are educa-
ted. Their motivation for literacy is also influenced by a less stimulating en-
vironment. At the beginning of the 1st grade, there are also pupils who read
before systematically learning to read. The question often arises as to how
the systematic literacy of 1st grade pupils with such diverse prior knowled-
ge takes place.
We conducted a survey, the results of which present the differences in pri-
or knowledge in the field of reading. In the theoretical starting point, we
reviewed the literature that is important for our research. To test the rea-
ding, we prepared sixteen words, which we formed into four sets based on
the level of difficulty. Research confirms large individual differences in pri-
351
na njihovo motiviranost opismenjevanja vpliva tudi manj spodbudno oko-
lje. V začetku 1. razredu so tudi učenci, ki še pred sistematičnim učenjem
branja berejo. Pogosto se poraja vprašanje, kako poteka sistematično opi-
smenjevanje učencev v 1. razredu s tako različnim predznanjem.
Opravili smo raziskavo, katere rezultati predstavijo razlike v predznanju
na področju branja. V teoretičnem izhodišču smo pregledali literaturo, ki
je pomembna za našo raziskavo.
Za preverjanje branja smo pripravili šestnajst besed, ki smo jih na podla-
gi težavnostne stopnje oblikovali v štiri sklope. Raziskava potrjuje velike
individualne razlike v predznanju branja. Prav tako opozori na bistveno
manjše zmožnosti pismenosti učencev priseljencev in učencev s šibkim so-
cialno-ekonomskim statusom. Rezultati kažejo, da uporabljeni instrumen-
tarij omogoča prepoznavanje predznanja učencev s področja branja in je v
pomoč učitelju ob diferenciaciji in individualizaciji pri sistematičnem opi-
smenjevanju.
Ključne besede: branje, bralna tehnika, 1. razred, glasovno zavedanje, soci-
alno-ekonomski status
Students‘ ability to read words at the beginning
of 1st grade
To better understand the individual differences in prior knowledge in the
field of reading at the beginning of 1st grade among pupils, it is necessa-
ry to recall some factors that affect pre-reading and reading abilities in the
preschool period. In recent years, we have been recording immigration of
people in Slovenia, including families with pre-school or school-age chil-
dren. At the same time, we also perceive the weak socioeconomic status of
families, which has a less favorable effect on initial literacy. In bigger cities,
there are primary schools with a larger number of immigrant pupils. The-
se pupils have poorer knowledge of the language in which they are educa-
ted. Their motivation for literacy is also influenced by a less stimulating en-
vironment. At the beginning of the 1st grade, there are also pupils who read
before systematically learning to read. The question often arises as to how
the systematic literacy of 1st grade pupils with such diverse prior knowled-
ge takes place.
We conducted a survey, the results of which present the differences in pri-
or knowledge in the field of reading. In the theoretical starting point, we
reviewed the literature that is important for our research. To test the rea-
ding, we prepared sixteen words, which we formed into four sets based on
the level of difficulty. Research confirms large individual differences in pri-
351
