The Quality of Reading Aloud in Primary School: The Example of Srečko Kosovel Primary School

V pričujočem magistrskem delu analiziramo kakovost glasnega branja učencev na Osnovni šoli Srečka Kosovela Sežana. Uvodoma izpostavimo aktualno pravorečno stanje na naših tleh, predvsem problematiko neposodobljenih pravorečnih priročnikov in pomemben doprinos medijev pri sooblikovanju pravorečne norme. V empiričnem delu s pomočjo anketnih vprašalnikov pridobimo podatke o uporabi glasnega branja pri pouku na izbrani osnovni šoli, najpogostejših napakah in vrednotenju glasnega branja. Natančnejše podatke pridobimo s pomočjo strukturiranih intervjujev, ki jih opravimo z učitelji slovenščine. Od njih poizvemo, kako popravljajo napake, ki jih učenci delajo med glasnim branjem, in kako poteka ocenjevanje. Glasno branje analiziramo tudi s pomočjo programa Praat. Med glasnim branjem posnamemo 18 učencev – po 3 fante in po 3 dekleta iz 3., 6. in 9. razreda, ter na ta način primerjamo glasno branje učencev po vzgojno-izobraževalnih obdobjih v osnovni šoli. Izpostavimo predvsem hitrost branja, premore, stavčno intonacijo, naglaševanje besed in branje fonema /v/.In this master\u27s thesis, we analyze the quality of students\u27 reading aloud at Srečko Kosovel Sežana Elementary School. In Introduction we expose the current orthoepic situation in our country, in particular the issues of up-to-date orthoepic manuals and the important contribution of the media in shaping orthoepic norms. In the empirical part we use the questionnaires to obtain data on the use of aloud reading during school lessons in the selected elementary school, the most common mistakes and the evaluation of aloud reading. More detailed information is obtained through structured interviews with the teachers of Slovenian. We get to know how they correct the mistakes students make while reading aloud and how the assessment is done. At last, reading aloud is analyzed by using Praat programme. While reading aloud, we record 18 students - 3 boys and 3 girls from 3rd, 6th and 9th grade and in this way we compare students\u27 reading aloud in different elementary school educational periods. We especially emphasize the speed of reading, pauses, sentence intonation, accentuation of words and reading of the phoneme /v/