Reading-to-learn strategies of students with specific learning difficulties and students without specific learning difficulties in year 7 of primary school

Branje je temeljno orodje za učenje. Za učinkovito učenje z branjem je pomembna uporaba bralnih učnih strategij, ki učencem pomagajo pri doseganju učnega cilja. Tisti učenci, ki se tega zavedajo, imajo dobro razvite metakognitivne strategije in nadzorujejo svoj proces učenja. Učenci s specifičnimi učnimi težavami (v nadaljevanju SUT) in primanjkljaji na posameznih področjih učenja (PPPU) imajo težave na področju metakognitivnih znanj, težje se osredotočajo na uporabo bralnih učnih strategij v procesu učenja in so zato lahko učno manj uspešni od vrstnikov. V diplomskem delu smo raziskovali bralne učne strategije pri učencih s SUT v primerjavi z njihovimi vrstniki brez SUT. S tem poimenovanjem smo v vzorec vključili tako otroke s SUT kot tudi PPPU, ki imajo izrazite težave in so usmerjeni v program prilagojenega izvajanja z dodatno strokovno pomočjo. V uvodnem delu smo opredelili, kaj so specifične učne težave, opisali branje, opredelili bralne strategije ter navedli različne oblike poučevanja bralnih strategij. V raziskavi pa smo ugotavljali, kakšna je razlika pri pogostosti uporabe bralnih učnih med učenci s SUT in učenci brez SUT ter hkrati primerjali njihove poglede na pomembnost uporabe bralnih učnih strategij. Zanimalo nas je, ali pogostost uporabe bralnih učnih strategij vpliva na učni uspeh učencev in če je le ta povezan z uporabo različnih virov za učenje. Raziskovali smo tudi pogostost uporabe bralnih učnih strategij po spolu. V raziskavo smo vključili 105 učencev 7. razreda osnovne šole, 45 s SUT in 60 brez SUT. Podatke smo zbirali z anketnim vprašalnikom o učnih strategijah. Pri statistični analizi podatkov smo uporabili opisno statistiko, Mann-Whitney U test in linearno regresijo. Ugotovili smo, da pri pogostosti uporabe bralnih učnih strategij med učenci s SUT in učenci brez SUT ni statistično pomembnih razlik. Prav tako nismo ugotovili statistično pomembne povezave med pogostostjo uporabe bralnih učnih strategij in učnim uspehom učencev v obeh skupinah našega vzorca. Tudi uporaba različnih virov za učenje nima statistično pomembnega vpliva na učni uspeh učencev. Učenci s SUT in učenci brez SUT pripisujejo uporabi bralnih učnih strategij enak pomen, dokazali pa smo, da dekleta, tako v skupini učencev s SUT kot tudi v tisti brez SUT pogosteje kot dečki uporabljajo bralne učne strategije in sicer predvsem strategije med branjem in strategije po branju.Reading is a basic tool for learning. For effective learning through reading, it is important to use reading-to-learn strategies that assist students in achieving their learning objectives. Students who are aware of this, possess highly developed metacognitive strategies and control their learning process. Students with specific learning difficulties (hereinafter SLD) and deficiencies in specific learning areas (DSLA) have difficulties with their metacognitive skills, they find it harder to focus on reading-to-learn strategies in the learning process and can, as a result, be less successful than their peers. In this thesis we examined reading-to-learn strategies of students with SLD and compared them to their peers without SLD. This description of students includes students with SLD as well as students with DSLA, who have significant difficulties and are enrolled into the adapted educational program with additional professional assistance. In the introductory part, we defined specific learning strategies, identified the reading process and reading strategies, and also indicated the various modes of teaching reading strategies. In the study part, we determined the differences between the frequency of using reading strategies in students with SLD and students without SLD, while also comparing their views on the importance of reading strategies. We wanted to know whether the frequent use of reading-to-learn strategies has an effect on the children\u27s academic achievement in school and if it is also linked to using various learning resources. We also looked at the frequency of using reading strategies by gender. 105 students from Year 7 in primary school were included in the study, 45 with SLD and 60 without SLD. We collected data via a questionnaire on learning strategies. We applied the descriptive statistical method in the statistical analysis of data, the Mann-Whitney U test and linear regression. We found that there were no statistically significant differences in the frequency of applying reading strategies in students with SLD and students without SLD. Moreover, we found no statistically significant correlation in the frequency of applying reading-to-learn strategies and the children\u27s academic achievement in both groups of our sample. Using various sources for learning, statistically also had no significant influence on the children’s performance. Students with SLD and students without SLD attribute the same value to reading-to-learn strategies. However, we were able to prove that girls, both with and without SLD use reading-to-learn strategies more often than boys, especially strategies during reading and after reading