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The dictation in the Slovenian language in the first and the second triad

Mateja Verbanec (2018) The dictation in the Slovenian language in the first and the second triad. MSc thesis.

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    Abstract

    The foundations for the development of literacy are set in preschool but the systematic and planned development starts in primary school through the initial process of teaching literacy. In this process, pupils learn to read and write, which are two highly demanding skills. Well developed pre-literacy skills are necessary for the process of teaching literacy to be successful. In order for pupils to become fluent in writing a lot of practice is required. One of the methods teachers use to achieve this is dictation. Dictation enables pupils to develop phonological awareness, speech understanding and grammar skills. While focussing on the correct spelling of a word they enrich their vocabulary. There are several types of dictation that teachers can use in class and they differ by their goals and by their implementation. In order for a dictation to be appropriate and successful, it should be conducted in three fix phases. It is crucial that the teacher does not demand the same level of knowledge from all pupils, but takes into consideration the abilities of each individual. By analysing their mistakes, the teacher can make adjustments to their lesson planning for individual pupils and thus improve their lesson plans. The purpose of the thesis was to study the conducting of dictation in the first and second third of the nine-year primary school. In the first part of our research, we tried to determine how frequently class teachers in the first to fifth grade and the teachers of Slovenian in the sixth grade give pupils a dictation in Slovenian classes, with what purpose and method. In the second part of the research, we attended classes to observe six dictations in the first six grades of primary school and monitor their course based on pre-set criteria. The theoretical part of the theses presents the linguistic proficiency with an emphasis on writing, the characteristics and processes of teaching literacy and pre-literacy abilities, the development of methods of teaching literacy, the characteristics of reading and writing difficulties in the initial process of teaching literacy with an emphasis on specific learning difficulties that affect the successfulness of dictation, individualisation and differentiation in teaching literacy, the characteristics and purpose of dictation, the process of implementation, the specific types of dictation that teachers can use in class and the process of preparation for dictation. In the empirical part of the thesis, the quantitative research is presented, using the descriptive statistical method of pedagogical research. The data were obtained by means of a questionnaire for teachers and partly-structured observation of dictation in Slovenian classes in the first and second third of primary school. The results of our research have largely confirmed our expectations. Most of the participating teachers frequently conduct dictation in the first and second third of the primary school education, but not merely for practice but also for marks. Most frequently, teachers use the type of dictation that checks pupils' knowledge and the type that focusses on their weaknesses to prevent the most repetitive mistakes. The results have also shown that teachers most frequently write the texts for dictation themselves and most frequently correct the mistakes themselves. We have also determined that most teachers leave out certain phrases when doing dictation. The data collected on a smaller sample of teachers have shown the real situation concerning the implementation of dictation in the first and second third of primary school. They were used for comparison of results from the first part of our research. The results obtained are useful for teachers of the first to sixth grade and the teachers of Slovenian in the sixth grade and can help improve the conducting of dictation.

    Item Type: Thesis (MSc thesis)
    Keywords: Slovenian, teaching literacy, grammar skills, dictation, individualisation, first and second period of primary education
    Number of Pages: 115
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Marja Bešter TurkMentor
    asist. dr. Alenka Rot VrhovecComentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=11979593)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5048
    Date Deposited: 17 Apr 2018 08:42
    Last Modified: 17 Apr 2018 08:42
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5048

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