Language practice for primary school children with difficulties in redanig and writing

U ovom je diplomskom radu Lidija Makarević iznijela kratak prikaz jezičnog razvoja djece, razvoja govora, čitanja i pisanja. Nadalje, piše o poteškoćama čitanja i pisanja: disleksiji i disgrafiji, simptomima i tipovima tih poteškoća, proučava te opisuje disleksiju i disgrafiju u nastavi i Nastavnom planu i programu za osnovnu školu. U središnjem dijelu rada autorica preporučuje radni materijal za učitelje, piše o jezičnim vježbama u nastavi Hrvatskoga jezika te predlaže jezične vježbe za učenike s poteškoćama u čitanju te jezične vježbe za učenike s poteškoćama u pisanju. U istraživačkom je dijelu provela akcijsko istraživanje. Postupci prikupljanja podataka u akcijskom istraživanju bili su: anketiranje sedamdeset i devet studenata učiteljskih fakulteta u Slavonskome Brodu, Osijeku i Zagrebu, intervju s devet učitelja razredne nastave i dva defektologa, fotografiranje, videozapisi. Rezultati ankete i intervjua pomogli su joj u sljedećem koraku – provedbi nastavnog sata iz Hrvatskoga jezika u razredu u kojemu je učenik sa specifičnim poteškoćama u čitanju i pisanju. Ovim je istraživanjem pokazala da je edukacija studenata učiteljskih fakulteta i učitelja razredne nastave o poteškoćama čitanja i pisanja neophodna. Predlaže uvođenje kolegija na učiteljskim fakultetima na kojima će studenti učiti o poteškoćama čitanja i pisanja, više praktične nastave za studente te dodatnu edukaciju učitelja razredne nastave. Akcijskim je istraživanjem pokazala na koji način učitelji razredne nastave mogu pomoći učenicima s poteškoćama čitanja i pisanja od 1. do 4. razreda u nastavi Hrvatskoga jezika i kako koristiti jezične vježbe u nastavi.In this thesis, Lidija Makarević has carried the short overwiev of an early language development of children, the development of speaking, reading and writing. Furthermore, she writes about reading and writing difficulties: dyslexia and dysgraphia, about symptoms and types of these difficulties, she observes and describes dyslexia and dysgraphia in teaching and in the Curriculum for primary school. In the middle part, the author recommends working material for teachers, writes about language exercises in teaching the Croatian language and suggests language exercises for the pupils with reading difficulties, so as for the pupils with writing difficulties. In the exploratory part she carries out the action research. The procedures of gathering data in the action reserach were: poll of seventy-nine students from Faculties of educational sciences in Slavonski Brod, Osijek and Zagreb, the interview with nine primary teachers and with two defectologist, photography, videos. The results of the poll and the interview helped her in the next step – implementation of Croatian language lesson in the class where is the pupil that has particular reading and writing diffilcuties. By this research she has showed that the education of students from Faculties of educational sciences and primary teachers, about reading and writing difficulties, is necessary. She recommends introduction of courses on Faculties of educational sciences during which students can learn about reading and writing difficulties and, also, can have more practical instructions, as well as additional education for primary teachers. By the action research she showed in which way primary teachers can help pupils that have reading and writing difficuties from 1st-4th grade in teaching the Croatian language, as well as how they can use language exercises in teaching