Čitanje s razumijevanjem u primarnom obrazovanju

master's thesis

• Title (english): Reading comprehension in primary education
• Author: Filip Kovačić
• Mentor: Vendi Franc (mentor)
• Mentor: Božica Vuić (sumentor)
• Committee member: Alenka Mikulec (predsjednik povjerenstva)
• Committee member: Božica Vuić (član povjerenstva)
• Committee member: Vendi Franc (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2023-07-05, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Philology
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences

Abstract

Glavna tema ovoga rada je čitanje s razumijevanjem. Rad nudi pregled razvoja čitanja i čitateljskih sposobnosti od najranijih početaka svijesti o pisanom jeziku do vrhunca čitateljske sposobnosti, odnosno čitanja s razumijevanjem. Detaljnije se opisuje što je zapravo čitanje s razumijevanjem te zašto je za razumijevanje potrebna automatizacija i povezivanje znanja o svijetu s pročitanim. Naglasak je stavljen na neknjiževne tekstove jer su upravo takvi tekstovi najslabije zastupljeni u školama, a s njima se djeca u današnje doba najčešće susreću u svoje slobodno vrijeme. Takvi tekstovi iznimno su važni jer sadrže bitne informacije i znanja koja utječu na osobni život. Dakle, upravo zato je za istraživanje odabran neknjiževni tekst koji poučava o funkcijama i važnosti mozga te o načinima kako vježbati mozak da bi pamćenje bilo dugotrajnije.
Na tom predlošku provedeno je istraživanje s ciljem provjere koliko učenici četvrtih razreda uistinu razumiju ono što čitaju. U istraživanju je sudjelovalo 80 učenika četvrtih razreda iz dviju osnovnih škola (7 razrednih odjela). Prvi dio upitnika sastojao se od pitanja na koja su učenici morali samostalno odgovoriti, a drugi dio od zadataka dopunjavanja rečenica. Učenicima je prije početka dana uputa da se svaki odgovor može pronaći u tekstu. Unatoč tomu, rezultat prvog dijela ankete ukazao je na to da učenicima razumijevanje neknjiževnih tekstova uistinu stvara problem.
Najutemeljeniji i najvažniji zaključak dobiven iz istraživanja je potvrda da su učenici koji imaju braću i sestre uspješniji čitači, tj. imaju razvijeniju sposobnost čitanja s razumijevanjem od učenika koji su djeca jedinci. Dakle, obiteljska sredina svakako utječe na razvoj čitanja.

Abstract (english)

The main topic of this paper is reading comprehension. The paper offers an overview of reading development and reader's skills from the earliest beginnings of print awareness until the pinnacle of reading skill that is reading comprehension. The paper describes in detail what exactly reading comprehension is and why it requires automaticity and the ability to connect knowledge about the world with what has been read. Emphasis is put on non-literary texts because they are the least represented types of texts in school. Furthermore, children most often encounter exactly those types of texts in their free time, and they are incredibly important because they contain fundamental information and knowledge that affect personal life. Thus, a non-literary text was selected for this research. The text teaches about the functions and importance of the brain and how to train it to improve long-term memory.
A research was conducted on that text with the purpose of checking reading comprehension in fourth graders. In total, 80 students from 2 primary schools (7 fourth grade classes) participated in the study. The first part of the questionnaire contained questions for which students had to write answers on their own, while in the second part they needed to complete the sentences. Before starting, an instruction was given that all the answers could be found within the text. In spite of given instructions, the result of the first part of the questionnaire has shown that non-literary texts truly do cause comprehension problems.
The most highly corroborated and important conclusion of the research is a confirmation that students with siblings have a better developed reading comprehension than students who are the only child in their family. Therefore, family environment surely affects reading development.

• Keywords: automatizacija; čitanje s razumijevanjem; Hrvatski jezik; neknjiževni tekstovi; primarno obrazovanje
• Keywords (english): automaticity; Croatian language; non-literary texts; primary education; reading comprehension
• Language: croatian
• URN:NBN: urn:nbn:hr:147:392481
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; 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: Open access
• Created on: 2023-07-27 07:45:40