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Motivation for literary competences development in the first triad

Leonida Novak (2016) Motivation for literary competences development in the first triad. PhD thesis.

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    The thesis researches Slovenian primary school learners' (age 6 -11) ability to read and understand literary texts. It focuses on developing reading competence of learners who have the potential for high reading performance. The research questions aimed at collecting and exploring information about teachers' attitude to differentiating instruction strategies which stimulate development of their learners' reading competence. It looked into activities teachers design to develop learners' reading potential and the criteria they use for identifying the above- grade readers. Encouraging learning experience which stimulates communication and learners' active engagement with literary texts is the central aim of literature classes. Learners active engagement with literary texts demands differentiation, individualization and personalization not only during classroom instruction, but also during extra curriculum school activities. The theoretical part introduces approaches to developing reading competence of primary school learners, it reviews communicative strategies to be used when dealing with literary texts and differentiation strategies both during the classroom-based instruction and at the broader school level. Theories about learners’ aptitude for reading literary texts, as well as ways, methods of identifying potentially talented readers of literary texts were studied. Reading literary texts is viewed as an educational opportunity for high-ability learners which offers intellectual challenge, encourages creativity and increases motivation. The theoretical part is followed by an in-depth analysis of classroom-based formative and summative assessments of student reading progress and achievement. The empirical study is divided into three parts. In the first part, a non-experimental research method was used for researching teachers' views about differentiation and their approaches to discovering potentially talented readers. Both classroom-based literature instruction and afterschool activities designed to support development of reading competence were researched. The evidence collected shows inadequate implementation of differentiation of literature-related instruction, which tends to be relocated to afterschool programme, such as competition tutoring. The data collected indicates weaknesses in the processes of identifying potentially talented readers and reveals ambiguous criteria for defining learners’ aptitude levels. The first part of the qualitative research was designed to explore differentiation strategies applied in the classroom setting and above-grade-readers response to reading literary texts by means of classroom observation methodology. We confirmed the quantitative research method findings and developed a more suitable reading instruction programme to meet the needs of advanced level learners. In the final part of the study, action research was used for testing and evaluating suitability of the instruction model we proposed for developing primary school learners' ability to read and understand literary texts. The data collected helped us highlight both weaknesses and strengths in the process of developing reading competence of learners with an aptitude for maximal achievement when engaged with reading literary texts.

    Item Type: Thesis (PhD thesis)
    Keywords: reading competence, outstanding level of aptitude, literature instruction, differentiation, high ability learner
    Number of Pages: 587
    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=11090761)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 3575
    Date Deposited: 17 Aug 2016 13:55
    Last Modified: 17 Aug 2016 13:55
    URI: http://pefprints.pef.uni-lj.si/id/eprint/3575

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