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Magistrsko delo predstavlja vpliv branja na govorno-jezikovni razvoj učencev 9. razreda osnovne šole med govornim nastopanjem in pri pisanju strukturiranih besedil. Namen dela je predstaviti, kako lahko usmerjeno branje in uporaba različnih bralnih strategij pomagata učencem pri njihovem govorno-jezikovnem razvoju. V prvem, teoretičnem delu magistrskega dela je predstavljena osnovna terminologija, ki se nanaša na govorni in jezikovni razvoj posameznika predstavljene so različne bralne strategije, ki jih učitelji najpogosteje uporabljajo pri poučevanju prav tako so v teoretičnem delu podrobno predstavljeni govorni nastopi in pisanje strukturiranih besedil v osnovni šoli pri pouku slovenščine. V empiričnem delu je predstavljena raziskava, iz katere smo ugotovili vpliv branja in uporabe bralnih strategij na govorne nastope učencev ter na pisanje strukturiranih besedil. V prvem delu so predstavljene analize govornih nastopov in pisanja strukturiranih besedil, slušne analize govornih nastopov in njihovega zapisa ter primerjava govornih nastopov s pisanjem strukturiranih besedil, od koder izhajajo razlike, ki jasno kažejo na vpliv branja in bralnih strategij na govorno-jezikovni razvoj posameznih učencev. V drugem delu empiričnega dela so predstavljeni rezultati analize, pridobljeni s pomočjo anketnih vprašalnikov, ki so jih reševali učenci kontrolne in eksperimentalne skupine ter polstrukturirani intervju učiteljice slovenščine. V interpretaciji rezultatov je predstavljeno, da se govorno-jezikovni razvoj izboljša učencem eksperimentalne skupine, ker smo skozi delo z njimi redno uporabljali usmerjeno branje in več različnih vrst bralnih strategij. Uporaba jezika se tako ni izboljšala le pri govornih nastopih, temveč tudi pri pisanju strukturiranih besedil, na kar kaže primerjava govornih nastopov in strukturiranih besedil posameznih učencev. Del magistrskega dela je namenjen tudi vsem gradivom, ki so bila izdelana za poučevanje branja in uporabo bralnih strategij za namene izboljšanja govorno-jezikovnega razvoja učencev, to so učni načrti za vsako uro posebej tako za kontrolno kot eksperimentalno skupino in vaje oziroma delovni listi z bralnimi strategijami za razumevanje prebranega The master's thesis shows the influence of reading on the speech and language development of ninth grade elementary school students as observed in their oral presentations and writing of structured texts. The purpose of the paper is to show how focused reading and the use of different reading strategies can help or assist students in their speech and language development. The first, theoretical part of the master's thesis presents basic terminology relating to the speech and language development of an individual and various reading strategies that teachers most often use in teaching. The theoretical part also details oral presentations and structured text writing in elementary school Slovene. The empirical part presents a study which shows the influence of reading and the use of reading strategies on students' oral presentations and the writing of structured texts. The first section presents analyses of oral presentations and structured texts, auditory analyses of oral presentations and their transcripts, and a comparison of oral presentations and writing of structured texts, all of which show differences that clearly indicate the impact of reading and reading strategies on the speech and language development of individual students. The second section of the empirical part presents the results of the analysis obtained through questionnaires, which were answered by the students of the control and experimental groups and a semi-structured interview of a Slovene teacher. The interpretation of the results shows that speech and language development improved for the students of the experimental group because we regularly used focused reading and several different types of reading strategies when working with them. The use of language thus improved not only in speaking but also in writing structured texts, as shown by a comparison of oral presentations and structured texts of individual students. Part of the master's thesis is also dedicated to all materials that have been developed for teaching reading and the use of reading strategies for the purpose of improving the speech and language development of students, i.e. session plans for each class session for both the control and experimental group and exercises or worksheets with reading strategies for reading comprehension. |
