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Učenci v prvem razredu osnovne šole vstopajo v svet načrtnega opismenjevanja, tj. učenja branja in pisanja. To predstavlja temelj za učinkovit razvoj sporazumevalne zmožnosti, ki je glavni cilj predmeta slovenščina. Začetno opismenjevanje, ki mora biti individualizirano, postopno in sistematično, se gradi na predopismenjevalnih zmožnostih in zaporednem usvajanju faz opismenjevalnega procesa. Ena od pomembnih predopismenjevalnih zmožnosti je slušna zaznava, tj. slušno razločevanje in razčlenjevanje. V raziskavi, ki smo jo izvedli, smo preverjali, kako razvito zmožnost slušnega razčlenjevanja imajo učenci tik pred začetkom načrtnega opismenjevanja. Zanimalo nas je, ali je ta zmožnost nepogrešljiva ali jo je mogoče preskočiti ter ali nepogrešljivosti te faze sledijo tudi učitelji pri načrtovanju in izvajanju (pred)opismenjevanja. Preverili smo, koliko pozornosti učitelji namenijo razvijanju zmožnosti slušnega razčlenjevanja ter ali lahko tekoče berejo in pišejo tudi učenci, ki imajo to zmožnost slabo razvito. Izvedli smo kvantitativno raziskavo, v kateri smo testirali učence dveh oddelkov prvega razreda iz dveh slovenskih osnovnih šol. Za zbiranje podatkov smo uporabili kvantitativno tehniko zbiranja podatkov, test. Testiranje smo izvedli z vsakim učencem posebej po prihodu v šolo po šolanju na daljavo, tj. pred začetkom procesa opismenjevanja, in konec maja, ko naj bi učenci usvojili celotno abecedo velikih tiskanih črk ter pisali in brali povedi ter krajša besedila z velikimi tiskanimi črkami. Primerjali smo rezultate učencev pri prvem in drugem testiranju ter šoli med seboj. Ugotovili smo, da so učenci oddelka, v katerem sta učiteljici natančno načrtovali proces opismenjevanja in sta razvijanju predopismenjevalnih zmožnosti posvetili več časa kot učiteljici drugega oddelka, imeli boljšo razvito zmožnost slušnega razčlenjevanja. Ta oddelek je na obeh testiranjih dosegal povprečno boljše rezultate od drugega oddelka. Učenci obeh oddelkov so konec maja sicer brali in pisali velike tiskane črke, vendar so imeli učenci, ki so imeli bolje razvito zmožnost slušnega razčlenjevanja, bolje razvito tehniko branja in pisanja. Students starting their first year of primary school also enter into a world of developing literacy, i.e. learning to read and write. This lays the foundation for accomplishing the principal objective set out by the Slovenian language course, that is: the effective development of the students’ communicative abilities. Initial or basic literacy, which must be taught gradually and systematically, is built on the students’ preliteracy skills and the sequential acquisition of the stages of the literacy process. One of the important preliteracy skills is one’s ability to perceive spoken language, i.e. the ability to recognize and segment speech. Our research dealt with the students’ ability to analyse and interpret speech immediately prior to their introduction to planned literacy. We were interested in whether this pre-existing ability is crucial for their development, and if so whether the significance of this phase is taken into account by teachers during the planning and execution of their (pre)literacy education. We examined how much consideration teachers give to the development of the students’ speech segmentation abilities and whether students with an underdeveloped sense of literacy are able to read and write as fluently. For the purposes of this paper, we devised a quantitative study in which students from two first grade classes, enrolled in two separate Slovene primary schools, were asked to complete a set of standardized tests. The study was conducted remotely with each student individually prior to beginning their literacy education proper as well as at the end of May when said students were already expected to have mastered the whole of the uppercase alphabet and were able to read and write whole sentences as well as short texts in uppercase letters. The findings of the two tests were compared internally as well as across the two schools. We found that students whose teachers took preliteracy and the process of acquiring literacy into consideration when designing their teaching plan demonstrated a better developed ability to segment speech than their counterparts who did not receive such attention, with the former achieving a higher overall average on both tests. While both groups did attain the expected core competences by the end of May, the students whose level of preliteracy was taken into consideration displayed a more developed ability to segment speech and consequently a higher degree of competence in reading and writing. |
