Motivation for literary competences development in the first triad

Področje raziskovanja doktorske disertacije je bralna kompetenca ali zmožnost na literarnem področju in spodbujanje njenega razvoja pri učencih v 1. VIO, ki kažejo, da bi lahko bili nadarjeni. Zanimalo nas je, kakšna so stališča učiteljev do diferenciacijskih ukrepov, ki omogočajo razvoj bralne zmožnosti pri učencih, ki zmorejo več, katere naloge pri razvijanju potencialne nadarjenosti izvajajo in katere kriterije za prepoznavanje nadarjenih učencev imajo. Razvoj bralne zmožnosti na literarnem področju je osnovni in jedrni namen književnega pouka, pri katerem gre za spodbujanje aktivne in ustvarjalne komunikacije z besedilom ob upoštevanju individualnih razlik pri doživljanju besedila, v čemer se odraža potreba po diferenciranem, individualiziranem in personaliziranem pouku književnosti in drugih dejavnostih, ki jih lahko ponudi šola. V teoretičnem delu obravnavamo kompetenčni razvoj bralne zmožnosti v 1. VIO, komunikacijski model književnega pouka in strategije za izvajanje diferenciacijskih ukrepov pri pouku in v dejavnostih razširjenega programa. Proučili smo pojmovanje in proces odkrivanja potencialne nadarjenosti na literarnem področju, ki jo pojmujemo kot višje od povprečja razvito bralna zmožnost, ki je presek nadpovprečnih recepcijskih sposobnosti in znanja, motivacije za branje literarnih besedil ter ustvarjalnosti. Teoretični del smo sklenili s poglobljenim raziskovanjem sprotnega spremljanja učenčevega napredka in vrednotenjem njegovih dosežkov. Empirični del smo razdelili na tri dele. V prvem delu smo uporabili kavzalno neeksperimentalno metodo pedagoškega raziskovanja, pri čemer so nas zanimala stališča učiteljev do diferenciacije in postopka odkrivanja nadarjenih. Raziskovali smo pouk književnosti in razširjen program osnovne šole, ki tudi ponuja dejavnosti za razvoj bralne zmožnosti na literarnem področju, in ugotovili nezadostno izvajanje notranje diferenciacije pri pouku književnosti, visoko izkoriščanje dodatnega pouka in tekmovanj, težave v procesu odkrivanja nadarjenih učencev in nedorečenost kriterijev za izbor učencev. Prvi del kvalitativne raziskave je bil namenjen ugotavljanju stanja na področju izvajanja diferenciacijskih ukrepov in položaja učencev, ki na literarnem področju zmorejo več, z neposrednim opazovanjem pouka. Potrdili smo ugotovitve kvantitativne raziskave in pristopili k oblikovanju modela za izboljšanje ugotovljenih slabosti. Zadnji del raziskave je bil namenjen akcijskemu raziskovanju ob preizkušanju in evalviranju razvitega modela za razvoj bralne kompetence na literarnem področju. S podatki, ki smo jih zbrali, smo lahko osvetlili prednosti in slabosti procesa razvoja bralne zmožnosti pri učencih, ki na literarnem področju zmorejo več.The thesis researches Slovenian primary school learners\u27 (age 6 -11) ability to read and understand literary texts. It focuses on developing reading competence of learners who have the potential for high reading performance. The research questions aimed at collecting and exploring information about teachers\u27 attitude to differentiating instruction strategies which stimulate development of their learners\u27 reading competence. It looked into activities teachers design to develop learners\u27 reading potential and the criteria they use for identifying the above- grade readers. Encouraging learning experience which stimulates communication and learners\u27 active engagement with literary texts is the central aim of literature classes. Learners active engagement with literary texts demands differentiation, individualization and personalization not only during classroom instruction, but also during extra curriculum school activities. The theoretical part introduces approaches to developing reading competence of primary school learners, it reviews communicative strategies to be used when dealing with literary texts and differentiation strategies both during the classroom-based instruction and at the broader school level. Theories about learners’ aptitude for reading literary texts, as well as ways, methods of identifying potentially talented readers of literary texts were studied. Reading literary texts is viewed as an educational opportunity for high-ability learners which offers intellectual challenge, encourages creativity and increases motivation. The theoretical part is followed by an in-depth analysis of classroom-based formative and summative assessments of student reading progress and achievement. The empirical study is divided into three parts. In the first part, a non-experimental research method was used for researching teachers\u27 views about differentiation and their approaches to discovering potentially talented readers. Both classroom-based literature instruction and afterschool activities designed to support development of reading competence were researched. The evidence collected shows inadequate implementation of differentiation of literature-related instruction, which tends to be relocated to afterschool programme, such as competition tutoring. The data collected indicates weaknesses in the processes of identifying potentially talented readers and reveals ambiguous criteria for defining learners’ aptitude levels. The first part of the qualitative research was designed to explore differentiation strategies applied in the classroom setting and above-grade-readers response to reading literary texts by means of classroom observation methodology. We confirmed the quantitative research method findings and developed a more suitable reading instruction programme to meet the needs of advanced level learners. In the final part of the study, action research was used for testing and evaluating suitability of the instruction model we proposed for developing primary school learners\u27 ability to read and understand literary texts. The data collected helped us highlight both weaknesses and strengths in the process of developing reading competence of learners with an aptitude for maximal achievement when engaged with reading literary texts