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Magistrsko delo je sestavljeno iz teoretičnega in empiričnega dela. V teoretičnem delu smo širše predstavili pojem jezik, glasovno zavedanje ter branje in pregledali dokumente, ki so povezani z branjem v osnovni šoli. V empiričnem delu smo želeli preučiti kakšna je tehnika branja tretješolcev in kakšno njihovo razumevanje prebranega. Zanimalo nas je ali obstajajo razlike v branju med učenci s slovenskim in učenci s tujim maternim jezikom. Pri učencih s tujim maternim jezikom smo preverili tudi ali obstajajo razlike med tistimi, ki so bili rojeni v Sloveniji in tistimi, ki so se v Slovenijo priselili tekom otroštva. V empiričnem delu smo predstavili raziskavo, ki je temeljila na vzorcu 131 tretješolcev dveh mariborskih osnovnih šol. Po obdelavi podatkov s programom SPSS smo ugotovili, da med slovensko govorečimi in tuje govorečimi učenci obstajajo razlike v bralni tehniki in v razumevanju prebranega. Učenci s slovenskim maternim jezikom so dano besedilo hitreje prebrali, med branjem napravili manj napak in bolje odgovarjali na vprašanja nižje ravni. Tuje jezični učenci so se v teh treh predpostavkah odrezali slabše, so pa zato nekoliko bolje odgovarjali na vprašanja višje ravni. Glede na državo rojstva tuje jezičnih učencev se je izkazalo, da so v tehniki branja višji rezultat dosegli učenci rojeni v Sloveniji, medtem ko so bili pri razumevanju na nižji ravni boljši učenci priseljenci, pri razumevanju na višji ravni večjih razlik med skupinama ni bilo. This Master's thesis consists of a theoretical and an empirical part. In the theoretical part, we introduced the concept of language, phonological awareness and reading, and examined documents related to reading in primary school. In the empirical part, we wanted to study third-graders’ reading technique and their reading comprehension. We were interested in whether there are differences in reading between pupils whose mother tongue is Slovene and pupils who have a foreign mother tongue. We also examined whether there are differences between pupils with a foreign mother tongue who were born in Slovenia and those who moved to Slovenia during their childhood. In the empirical part, we presented a survey based on a sample of 131 third-graders from two primary schools in Maribor. After processing the data in the SPSS program, we found out that there are differences in reading technique and reading comprehension between Slovene and foreign-speaking pupils. Pupils with Slovene mother tongue read the given text more quickly, made fewer errors while reading and answered lower-order questions better. Pupils with a foreign mother tongue did worse in these three suppositions, but they did better in answering higher-order questions. Regarding the country of birth of foreign language pupils, pupils born in Slovenia achieved better results in reading technique, whereas immigrant pupils were better at a lower-level comprehension. There were no major differences between both groups concerning the higher-level comprehension. |
