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Reading strategies and literature learning in the 4. and 5. grade of elementary school

Ines Završnik (2015) Reading strategies and literature learning in the 4. and 5. grade of elementary school. MSc thesis.

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    Reading is crucial for pupils of elementary education. It represents means by which pupil most effective adopt different skills (Pečjak and Gradišar, 2012). Learning process starts with assimilation of knowledge and reading, in its function of learning, requires pupil's understanding of reading strategies. A pupil is capable of self-regulation of learning, but self-regulation requires anactive metacognitive, motivational and behavioral pupil participation, which reading strategies develop. Various studies since the eighties of the 20th century show that poorer pupil’s educational achievements associate with the improper use or non-use reading strategies. S. Pečjak (2001) noted that pupils in formal education often develop reading strategies by the method of trial and error observations and remarks of their teachers and parents (Proceedings of the Reading Society of Slovenia, 2001). It is very important that teachers familiarize pupils with different reading strategies, to help them to develop these strategies and teach children to a flexible use of the strategies. (Nolimal et al., 2013). The purpose of the research's first part was to form tasks, that are developing complex reading strategies and that are being related to chosen theme. Tasks were formed for 4th and 5th class of elementary education and for class teachers, who use them in their classrooms. Teachers tested the strategies and wrote down their opinion about usability of the reading strategies. I took into consideration procedure of developing of individual complex reading didactic strategy at formation of tasks. Using tasks teachers help pupil to develop complex reading strategies which will enable them to progress in reading and learning later. Second part of research part is related to the analysis of books for literary claas used for 4th and 5th class of elementary education for learning how to read. I wanted to find out, which reading didactic strategies were appearing in book for literary class. I questioned, what emphasis authors of books for literary class were giving reading didactic strategies, that are developing reading didactic strategies and on what manner. Analysis included books for literary class from 1999 till 2015. I found out that author's prior attention was given to strategies after reading, following strategies before reading and at least notice was given to between reading strategies. Strategies before and after reading predominate also at all three textual types (prose, poetries, dramatists) and we noticed fewest strategies at the dramatic texts.

    Item Type: Thesis (MSc thesis)
    Keywords: literature, reading, reading ability, reading lesson, reading strategies, complex reading learning strategies
    Number of Pages: 86
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    red. prof. dr. Igor SaksidaMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10647625)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2953
    Date Deposited: 17 Aug 2015 07:13
    Last Modified: 17 Aug 2015 07:13
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2953

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