Young scout readers

Dandanes se vedno bolj kaže trend upadanja zanimanja za branje v sorazmerju z upadom notranje motivacije za branje (še posebej pri dečkih), zato se moramo vprašati, kako lahko bralcu ponudimo več možnosti dela z besedilom. V teoretičnem delu magistrske naloge smo opisali pojem bralna pismenost, se osredotočili na motivacijske dejavnike (ti predstavljajo pri dečkih prvi pogoj za dobro razumevanje prebranega in posledično tudi boljše bralne dosežke), užitke pri branju, opozorili na razlike med spoloma in kako lahko različni dejavniki vplivajo na branje posameznika. Na kratko bomo predstavili delovanje društva tabornikov, kjer bomo opravljali raziskavo, ki je opisana v nadaljevanju. V empiričnem delu je bil naš namen s pomočjo anketnih vprašalnikov pri dečkih preveriti zanimanje za branje pred bralnim dogodkom (taborom) in po njem. Prav pri dejavnostih (v našem primeru pri tabornikih), na katere se otrok prostovoljno vpiše, zagotovo lahko izboljšamo bralno-motivacijske dejavnike. Intervjuvali smo načelnike kranjskih rodov in načelnico Zveze tabornikov Slovenije, ki smo jih povprašali o mnenju glede branja in veščine bralec. Naredili smo veščino bralec, ki smo jo izvedli na bralnem dogodku in jo bomo vključili v publikacijo taborniških veščin Zveze tabornikov Slovenije. Ugotovili smo, da dečki raje berejo knjige, če imajo primerno tematiko oziroma takšno knjigo, ki jim je všeč. Strinjajo se, da lahko branje vključimo na zabaven način tudi pri dejavnostih, pri katerih njihov primarni namen ni branje. Dečki v večini ne berejo radi zato, ker so jim v šoli bralne naloge dolgočasne, tematike jim niso dovolj zanimive. Raziskovalni pristop je kvalitativna akcijska raziskava, v kateri je sodelovalo 30 dečkov v 6 skupinah, starih od 11 do 14 let, ki so člani Zveze tabornikov občine Kranj. Na podlagi dobljenih ugotovitev in odgovorov smo našli načine za povečanje bralne motivacije pri dečkih in predstavili primer dobre prakse.Nowadays, as there is a trend of decreasing interest in reading and proportionally decreasing internal motivation to read (especially with boys), we have to ask ourselves how we can offer the reader more opportunities to deal with different texts. The theoretical part of this master\u27s degree describes the meaning of reading literacy, focuses on motivational factors (with boys they are the number one condition to understand the texts that they have read and consequently achieve better reading results)reading pleasurepoints to differences between genders and how different factors influence the individual\u27s reading competence. Shortly we will introduce the activities of the Scout Association where we will also conduct the survey described below. In the empirical part of the master\u27s degree, our purpose was along with the help of questionnaires to check the interest in reading before the reading event (the camp) and after it. During voluntary activities (in our case scouting), we can surely improve reading-motivational factors. We have interviewed the chiefs of Kranj\u27s troops and the head of the Scout Association of Slovenia and we asked them about their opinion on reading and the skill reader. We have made the skill reader, which we carried out at our reading event and will include in the publication of scouts\u27 skills of the Scout Association of Slovenia. We have learned that boys prefer reading books with appropriate topics, namely books that they like. They agree that there is a fun way to include reading even with activities whose primary goal is not reading at all. Boys in general do not like to read because school\u27s reading exercises are boring and the topics are not interesting enough. The research approach is a qualitative-action public opinion survey which has included 30 boys in 6 groups aged between 11-14, all of them members of the Scout Association in Kranj. Our findings and answers helped us to find better ways to increase the reading motivation in boys and we introduced an example of good practice