Writing a dictation in the third grade of a primary school in the Pomurje region

Učitelji, ki poučujejo v 1. vzgojno-izobraževalnem obdobju devetletne osnovne šole, se poslužujejo komunikacijskega modela poučevanja, katerega končni rezultat je praktično in ustvarjalno obvladovanje komunikacijskih dejavnosti. Doseganje pravopisnih zmožnosti učencev lahko preverjamo na različne načine, med enega izmed njih sodi tudi pisanje nareka. S pomočjo nareka učitelj preveri pravopisno zmožnost učencev, hkrati pa pridobi vpogled v sposobnost branja in pisanja, kar mu daje smernice za nadaljnje delo s posamezniki v razredu. Glavni namen našega raziskovanja je s pisanjem narekov preveriti pravopisno zmožnost učencev 3. razreda v eni izmed pomurskih osnovnih šol. V teoretičnem izhodišču magistrskega dela so opredeljeni proces opismenjevanja in komunikacijske sposobnosti, med katerimi smo izpostavili poslušanje, branje in pisanje. Predstavili smo tudi motnje pri branju in pisanju. Posebno pozornost smo namenili opredelitvi nareka, predstavitvi pisanja nareka, pravopisu in ciljem pravopisnih zmožnosti za 1. vzgojno-izobraževalno obdobje. V sklopu empirične raziskave magistrskega dela smo s pisanjem narekov učencev 3. razreda izbrane osnovne šole v pomurski regiji preverjali pravopisne zmožnosti učencev. Preverjanje pisanja nareka smo izvajali dvakrat, saj smo pridobljene rezultate obeh preverjanj primerjali med seboj.Teachers who teach in the first educational period of nine-year primary school use a communication teaching model, final result of which reflects in a practical and creative mastering of communication activities, including listening, speaking, reading and writing. The achievement of orthographic ability of students can be tested in various ways, such as writing a dictation. By using a dictation, a teacher can test orthographic ability of students, and obtain an insight into a student\u27s reading and writing skills, which helps to lead a teacher\u27s further work with individuals in a class. The main purpose of our research is to test orthographic ability of the third graders in one of the primary schools in the Mura Region by using a dictation. The theoretical background of this master\u27s thesis defines the process of literacy and communication skills, especially listening, reading and writing. This part also presents reading and writing disabilities. Special attention is drawn to the definition of a dictation, the presentation of writing a dictation, orthography and goals of orthographic skills in the first educational period of primary school. Within the empirical part of this master\u27s thesis we have tested orthographic skills of the third graders in a selected primary school in the Mura Region by using a dictation. Testing of dictation writing has been conducted twice in order to compare the results obtained