Monitoring the progress of 4th grade pupils in writing a dictation

V magistrskem delu z naslovom Spremljanje napredka učencev 4. razreda pri pisanju nareka sta v teoretičnem delu predstavljeni dve osnovni komunikacijski sposobnosti, ki ju uporabljamo v vsakdanjem življenju za lažje sporazumevanje, in sicer poslušanje in pisanje. V poglavju o poslušanju so predstavljena splošna dejstva o poslušanju, vrste poslušanja in glasovno zavedanje. V poglavju o pisanju so podrobneje opredeljeni pisanje, težave pri pisanju in področje grafomotorike. Predstavljeno je tudi opismenjevanje, kjer so opisane metode opismenjevanja in motnje pri opismenjevanju. Namen naše raziskave je bil ugotoviti napredek učencev pri pisanju nareka v drugem in četrtem razredu, zato sta v teoretičnem delu predstavljena tudi narek in klasifikacija napak, ki smo jo nato tudi uporabili v raziskavi. V empiričnem delu nas je zanimalo, kakšna je razlika v številu napak pri pisanju po nareku v drugem in četrtem razredu in kako so učenci pri tem napredovali. V raziskavo je bilo vključenih 42 učencev osnovne šole v severovzhodni Sloveniji. Prvo preverjanje je bilo izvedeno maja 2019, ko so učenci obiskovali drugi razred osnovne šole, drugo preverjanje pa smo izvedli marca 2021, ko so bili ti učenci v četrtem razredu. Na obeh preverjanjih so učenci pisali enak narek, napake v nareku smo klasificirali in vnesli v tabelo ter jih razvrstili na tri glavna področja.In the master\u27s thesis entitled Monitoring the Progress of 4th Grade Pupils in Writing a Dictation, two basic communication skills that we use in everyday life to facilitate communication, namely listening and writing, are presented in the theoretical part. The listening section presents general facts about listening, types of listening, and phonological awareness. The chapter on writing defines writing, problems with writing and the field of graphomotor skills in more detail. Literacy is also presented, where literacy methods and literacy disorders are described. The purpose of our research was to determine the pupils’ progress in writing a dictation in the second and fourth grade, so the theoretical part also presents dictation and classification of errors, which we then used in the research. In the empirical part, we were interested in the difference in the number of dictation errors in the second and fourth grade and how the pupils progressed. The study included 42 pupils of a primary school in north-eastern Slovenia. The first test was conducted in May 2019, when the pupils were in the second grade, and the second test was conducted in March 2021, when these pupils were in the fourth grade. In both tests, pupils wrote the same dictation, the errors from the dictation have been classified in the table and sorted into three main categories