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Specijalna edukacija i rehabilitacija
2020, vol. 19, br. 1, str. 1-26
Čitalačka pismenost učenika sa intelektualnom ometenošću na kraju perioda sistematskog razvoja pismenosti
Jenko Nika, Lipec-Stopar Mojca L.
Univerzitet u Ljubljani, Pedagoški fakultet, Ljubljana, Slovenija

e-adresa: Nika.Jenko@pef.uni-lj.si
Ključne reči: čitalačka pismenost; razvoj pismenosti; intelektualna ometenost; prilagođeni program sa nižim obrazovnim standardom
Sažetak
Razvoj čitanja kod učenika s lakom intelektualnom ometenošću (IO) predstavlja veliki izazov za njihove nastavnike. U Sloveniji ovi učenici obično pohađaju prilagođeni nastavni program sa nižim obrazovnim standardima, koji predviđa da će učenici do kraja perioda sistematskog podučavanja čitanja savladati tehniku čitanja do nivoa, koji će im omogućiti da se primarno fokusiraju na razumevanje teksta. Cilj istraživanja bio je utvrđivanje u kojoj meri je taj cilj ispunjen u grupi od 61 učenika petog razreda, koji pohađaju prilagođeni program sa nižim obrazovnim standardima, na kraju perioda sistematskog razvoja pismenosti. Pomoću faktorske analize proučavali smo karakteristike čitalačke pismenosti kod ove grupe učenika. Pored toga, uporedili smo rezultate učenika s IO sa normama na kraju perioda sistematskog razvoja pismenosti učenika tipičnog razvoja (treći razred). Zaključeno je, da se efikasnost čitanja učenika s lakom IO na kraju perioda sistematskog razvoja pismenosti i dalje zasniva na procesima nižeg nivoa (dekodiranje). Teškoće u čitanju učenika s IO su složene i posledica su različitih faktora čitanja. Uzimajući u obzir tačnost usmenog čitanja učenika, zaključeno je, da samo manji procenat učenika postigne očekivani kurikularni standard čitanja. Na osnovu rezultata dato je nekoliko metodičkih i drugih smernica za planiranje nastave čitanja.
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O članku

jezik rada: engleski
vrsta rada: izvorni naučni članak
DOI: 10.5937/specedreh19-25040
objavljen u SCIndeksu: 27.06.2020.
metod recenzije: dvostruko anoniman
Creative Commons License 4.0

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