Korelacije in regresija začetnega in končnega glasu na branje besed v slovenskem jeziku
Ključne besede:
fonološko zavedanje, začetni/končni glas, branje besed, vrtec, 1. razred
Povzetek
Usvojena raven glasovnega zavedanja učencev na začetku 1. razreda osnovne šole predpostavlja veliko verjetnost zmožnosti začetnega branja. Namen raziskave je bil preveriti korelacijo in regresijo med začetnim in končnim glasom ter branjem besed v slovenskem jeziku. V vzorec je bilo vključenih 192 učencev 1. razreda. Rezultati izvedene raziskave kažejo, da obstaja korelacija in regresija med zaznavanjem začetnih ter končnih glasov in branjem besed. Pomen izsledkov poudarja spodbujanje glasovnega zavedanja v vrtcu.
Prenosi
Podatki o prenosih še niso na voljo.
Literatura
Anthony, J. L., and Francis, D. J. (2005). Development of Phonological Awareness. Current Directions in Psychological Science, 14(5), 255–259.
Anthony, J. L., Williams, J. M., McDonald, R., Corbitt-Shindler, D., Carlson, C. D., and Francis, D. J. (2006). Phonological Processing and Emergent Literacy in Spanish-speaking Preschool Children. Annals of Dyslexia, 56(2), 239–270 Retrieved from: http://dx.doi.org.ezp–roxy.lib.ukm.si/10.1007–/s11881-006-0011-5. (Accessed: 5. 1. 2022)
Brumen, D. (2016). Vpliv glasovnega zavedanja na pravopisno in slovnično korektnost pri opisovanju živali in predmetov ter nareku (Neobjavljeno magistrsko delo). Univerza v Mariboru, Pedagoška fakulteta, Maribor.
Burns, M. K., Maki, K. E., Helman, L., McComas, J. J., and Young, H. (2018). Contributions of the Components of Phonemic Awareness to Letter-Sound Knowledge with Kindergarten Students in high-Poverty Urban Elementary Schools. Reading & Writing Quarterly, 34(5), 409–418. Retrieved from: http://dx.doi.org.ezproxy.lib.ukm.si/10.1080/10573569.201–8.1468–835. (Accessed: 5. 1. 2022)
Chard, D. J. & Dickson, S. V. (1999). Phonological awareness: Instructional and Assessment Guidelines. Intervention in School and Clinic, 34(5), 261–270.
Gellert, A. S., and Elbro, C. (2017). Does a Dynamic Test of Phonological Awareness Predict Early Reading Difficulties? A Longitudinal Study from Kindergarten through Grade 1. Journal of Learning Disabilities, 50(3), 227–237. Retrieved from: http://dx.doi.org.ezproxy.lib.uk–m.si/10.1177/00222–19415609185. (Accessed: 5. 1. 2022)
Grginič, M. (2005). Porajajoča se pismenost. Domžale: Izolit.
Hogan, T. P., Catts, H. W., and Little, T. D. (2005). The Relationship between Phonological Awareness and Reading Implications for the Assessment of Phonological Awareness. Language, Speech, and Hearing Services in Schools, 36(4), 285-293. Retrieved from: http://dx.doi.org.ezproxy.lib.u–km.si/101044–/0161-1461(2005/029). (Accessed: 5. 1. 2022).
Jones, C. D., Reutzel, D. R., and Fargo, J. D. (2010) Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students’, Reading Skills. Journal of Educational Research, 103(5), 327–341.
Levin, I. (2007). The role of Hebrew letter names in early literacy: The case of multiphonemic acrophonic names. Journal of Experimental Child Psychology, 98(4), 193–216.
Lonigan, C. J., Burgess, S. R., and Anthony J. L. (2000). Development of Emergent Literacy and Early Reading Skills in Preschool Children: Evidence from a Latent-Variable Longitudinal Study. Development Psychology, 36(5), 596–613.
Lonigan, C. J., Anthony, J. L., Phillips, B. M., Purpura, D. J., Wilson, S. B., and McQueen J. D. (2009). The Nature of Preschool Phonological Processing Abilities and Their Relations to Vocabulary, General Cognitive Abilities, and Print Knowledge. Journal of Educational Psychology, 101(2), 345–358. Retrieved from: http://dx.doi.org.ezproxy.lib.ukm.si/10.10–37/a0013837(Accessed: 5. 1. 2022)
Manyak, P. C. (2008). Phonemes in Use: Multiple Activities for a critical Process. The Reading Teacher, 61(8), 659-662.
McGee, L. M., and Ukrainetz, T. A. (2009). Using Scaffolding to Teach Phonemic Awareness in Preschool and Kindergarten. The Reading Teacher, 62(7), 599–603.
Mesmer, H. A. E., and Griffith, P. L. (2005). Everybody's selling It--But Just What is Explicit, Systematic Phonics Instruction? The Reading Teacher, 59(4), 366–376.
Nelson, J. M., Lindstrom, J. H., Lindstrom, W., and Denis, D. (2012). The Structure of Phonological Processing and Its Relationship to Basic Reading. Exceptionality, 20(3), 179–196. Retrieved from: http://dx.doi.org.ezproxy.lib.ukm.si/10.1080/09362835.2012.694612. (Accessed: 5. 1. 2022)
Nithart, C., Demont, E., Metz-Lutz, M.-N., Majerus, S., Poncelet, M., and Leybaert, J. (2011). Later influence of Phonological Memory throughout Reading Acquisition. Journal of Research in Reading, 34(3), 346–363. Retrieved from: http://dx.doi.org.ezproxy.lib.ukm.si/10.1111–/j14679817.2009.01–427(Accessed: 5. 1. 2022)
Paratore, J. R., and Jordan, G. (2007). Starting Out Together: A Home-School Partnership for Preschool and Beyond. The Reading Teacher, 60(7), 694–696.
Piasta, S. B., Farley, K. S., Philips, B. M., Anthony, J. L., and Bowles, R. P. (2018). Assessment of Young Children’s Letter-Sound: Initial Validity Evidence for Letter-Sound Short Forms. Assessment for Effective Intervention, 43(4), 249–255. Retrieved from: http://dx.doi.org.ezproxy.lib.ukm.si–/10.1177/15–34508417737514. (Accessed: 5. 1. 2022)
Ropič Kop, M. (2014). Children's ability in awareness of the initial and the final sound in a word. Švietimas: politika, vadyba, kokybe, 17(2), 8-17.
Ropič Kop, M. (2016). Zmožnost zaznavanja začetnih in končnih glasov v nezložnih in večzložnih besedah. Pedagoška obzorja: časopis za didaktiko in metodiko, 31(1), 44–54.
Ropič Kop, M. 2017. Razvoj določenih ravni glasovnega zavedanja v predšolskem obdobju. In D. Haramija (ed.). Bralna pismenost v predšolski vzgoji in izobraževanju (pp. 57–66.). Maribor: Univerzitetna založba Univerze.
Ropič Kop, M. (2020). The ability to perceive initial and final sounds in a word. In A. Lipovec, J. Batič, And E. Kranjec (eds.). New Horizons in Subject-specific Education: Research Aspects of Subject-specific Didactics (pp. 53–69). Maribor: University Press: Faculty of Education. Retrieved from: https://press.um.s–i/index.php/ump/catalog/view/481/590/980-1(Accessed: 5. 1. 2022)
Ropič Kop, M. and Klar Zadravec, S. (2021). Zmožnost učencev v branju besed v začetku 1. razreda In Žagar, I. Ž., and Mlekuž, A. (eds.). Raziskovanje v vzgoji in izobraževanju: medsebojni vplivi raziskovanja in prakse: [večavtorska znanstvena monografija] (pp. 43–58). Ljubljana: Pedagoški inštitut. Retrieved from: https://www.pei.si/ISBN/978-961-270-339-4.pdf (Accessed: 30. 9. 2021)
Strickland, D. S. (2011). Strategies for Beginning Readers and Writers and Those Needing Additional Support and Intervention in Teaching phonics Today. Newark, DE: International Reading Association.
Tafa, E. (2008). Kindergarten reading and writing curricula in the European Union. Literacy, 42(3), 162–170.
Zorman, A. (2005). Glasovno zavedanje in razvoj osnovne pismenosti v prvem, drugem/tujem jeziku. Sodobna pedagogika. Posebna izdaja. 24–45.
Anthony, J. L., Williams, J. M., McDonald, R., Corbitt-Shindler, D., Carlson, C. D., and Francis, D. J. (2006). Phonological Processing and Emergent Literacy in Spanish-speaking Preschool Children. Annals of Dyslexia, 56(2), 239–270 Retrieved from: http://dx.doi.org.ezp–roxy.lib.ukm.si/10.1007–/s11881-006-0011-5. (Accessed: 5. 1. 2022)
Brumen, D. (2016). Vpliv glasovnega zavedanja na pravopisno in slovnično korektnost pri opisovanju živali in predmetov ter nareku (Neobjavljeno magistrsko delo). Univerza v Mariboru, Pedagoška fakulteta, Maribor.
Burns, M. K., Maki, K. E., Helman, L., McComas, J. J., and Young, H. (2018). Contributions of the Components of Phonemic Awareness to Letter-Sound Knowledge with Kindergarten Students in high-Poverty Urban Elementary Schools. Reading & Writing Quarterly, 34(5), 409–418. Retrieved from: http://dx.doi.org.ezproxy.lib.ukm.si/10.1080/10573569.201–8.1468–835. (Accessed: 5. 1. 2022)
Chard, D. J. & Dickson, S. V. (1999). Phonological awareness: Instructional and Assessment Guidelines. Intervention in School and Clinic, 34(5), 261–270.
Gellert, A. S., and Elbro, C. (2017). Does a Dynamic Test of Phonological Awareness Predict Early Reading Difficulties? A Longitudinal Study from Kindergarten through Grade 1. Journal of Learning Disabilities, 50(3), 227–237. Retrieved from: http://dx.doi.org.ezproxy.lib.uk–m.si/10.1177/00222–19415609185. (Accessed: 5. 1. 2022)
Grginič, M. (2005). Porajajoča se pismenost. Domžale: Izolit.
Hogan, T. P., Catts, H. W., and Little, T. D. (2005). The Relationship between Phonological Awareness and Reading Implications for the Assessment of Phonological Awareness. Language, Speech, and Hearing Services in Schools, 36(4), 285-293. Retrieved from: http://dx.doi.org.ezproxy.lib.u–km.si/101044–/0161-1461(2005/029). (Accessed: 5. 1. 2022).
Jones, C. D., Reutzel, D. R., and Fargo, J. D. (2010) Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students’, Reading Skills. Journal of Educational Research, 103(5), 327–341.
Levin, I. (2007). The role of Hebrew letter names in early literacy: The case of multiphonemic acrophonic names. Journal of Experimental Child Psychology, 98(4), 193–216.
Lonigan, C. J., Burgess, S. R., and Anthony J. L. (2000). Development of Emergent Literacy and Early Reading Skills in Preschool Children: Evidence from a Latent-Variable Longitudinal Study. Development Psychology, 36(5), 596–613.
Lonigan, C. J., Anthony, J. L., Phillips, B. M., Purpura, D. J., Wilson, S. B., and McQueen J. D. (2009). The Nature of Preschool Phonological Processing Abilities and Their Relations to Vocabulary, General Cognitive Abilities, and Print Knowledge. Journal of Educational Psychology, 101(2), 345–358. Retrieved from: http://dx.doi.org.ezproxy.lib.ukm.si/10.10–37/a0013837(Accessed: 5. 1. 2022)
Manyak, P. C. (2008). Phonemes in Use: Multiple Activities for a critical Process. The Reading Teacher, 61(8), 659-662.
McGee, L. M., and Ukrainetz, T. A. (2009). Using Scaffolding to Teach Phonemic Awareness in Preschool and Kindergarten. The Reading Teacher, 62(7), 599–603.
Mesmer, H. A. E., and Griffith, P. L. (2005). Everybody's selling It--But Just What is Explicit, Systematic Phonics Instruction? The Reading Teacher, 59(4), 366–376.
Nelson, J. M., Lindstrom, J. H., Lindstrom, W., and Denis, D. (2012). The Structure of Phonological Processing and Its Relationship to Basic Reading. Exceptionality, 20(3), 179–196. Retrieved from: http://dx.doi.org.ezproxy.lib.ukm.si/10.1080/09362835.2012.694612. (Accessed: 5. 1. 2022)
Nithart, C., Demont, E., Metz-Lutz, M.-N., Majerus, S., Poncelet, M., and Leybaert, J. (2011). Later influence of Phonological Memory throughout Reading Acquisition. Journal of Research in Reading, 34(3), 346–363. Retrieved from: http://dx.doi.org.ezproxy.lib.ukm.si/10.1111–/j14679817.2009.01–427(Accessed: 5. 1. 2022)
Paratore, J. R., and Jordan, G. (2007). Starting Out Together: A Home-School Partnership for Preschool and Beyond. The Reading Teacher, 60(7), 694–696.
Piasta, S. B., Farley, K. S., Philips, B. M., Anthony, J. L., and Bowles, R. P. (2018). Assessment of Young Children’s Letter-Sound: Initial Validity Evidence for Letter-Sound Short Forms. Assessment for Effective Intervention, 43(4), 249–255. Retrieved from: http://dx.doi.org.ezproxy.lib.ukm.si–/10.1177/15–34508417737514. (Accessed: 5. 1. 2022)
Ropič Kop, M. (2014). Children's ability in awareness of the initial and the final sound in a word. Švietimas: politika, vadyba, kokybe, 17(2), 8-17.
Ropič Kop, M. (2016). Zmožnost zaznavanja začetnih in končnih glasov v nezložnih in večzložnih besedah. Pedagoška obzorja: časopis za didaktiko in metodiko, 31(1), 44–54.
Ropič Kop, M. 2017. Razvoj določenih ravni glasovnega zavedanja v predšolskem obdobju. In D. Haramija (ed.). Bralna pismenost v predšolski vzgoji in izobraževanju (pp. 57–66.). Maribor: Univerzitetna založba Univerze.
Ropič Kop, M. (2020). The ability to perceive initial and final sounds in a word. In A. Lipovec, J. Batič, And E. Kranjec (eds.). New Horizons in Subject-specific Education: Research Aspects of Subject-specific Didactics (pp. 53–69). Maribor: University Press: Faculty of Education. Retrieved from: https://press.um.s–i/index.php/ump/catalog/view/481/590/980-1(Accessed: 5. 1. 2022)
Ropič Kop, M. and Klar Zadravec, S. (2021). Zmožnost učencev v branju besed v začetku 1. razreda In Žagar, I. Ž., and Mlekuž, A. (eds.). Raziskovanje v vzgoji in izobraževanju: medsebojni vplivi raziskovanja in prakse: [večavtorska znanstvena monografija] (pp. 43–58). Ljubljana: Pedagoški inštitut. Retrieved from: https://www.pei.si/ISBN/978-961-270-339-4.pdf (Accessed: 30. 9. 2021)
Strickland, D. S. (2011). Strategies for Beginning Readers and Writers and Those Needing Additional Support and Intervention in Teaching phonics Today. Newark, DE: International Reading Association.
Tafa, E. (2008). Kindergarten reading and writing curricula in the European Union. Literacy, 42(3), 162–170.
Zorman, A. (2005). Glasovno zavedanje in razvoj osnovne pismenosti v prvem, drugem/tujem jeziku. Sodobna pedagogika. Posebna izdaja. 24–45.
Objavljeno
2022-09-23
Kako citirati
Ropič Kop M. (2022). Korelacije in regresija začetnega in končnega glasu na branje besed v slovenskem jeziku. Revija Za Elementarno izobraževanje, 15(3), 357-375. https://doi.org/10.18690/rei.15.3.357-375.2022
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