Orthographic Competence at the End of the 4th Grade of Primary School

Svrha ovoga diplomskoga rada bila je ispitati i utvrditi pravopisnu kompetenciju učenika na kraju četvrtoga razreda osnovne škole. Teorijski dio rada nudi pregled jezičnoga razvoja od rođenja do polaska u školu, govori o značenju pojma ovladanosti, o pravopisu, jezičnim normama te posebno o pravopisnoj normi. Također, rad govori i o pismenim vježbama u nastavi Hrvatskoga jezika te detaljnije o pismenoj vježbi - diktatu. Prikazan je dio Kurikula nastavnoga predmeta Hrvatski jezik (2019) koji se odnosi na učenje pravopisne norme od prvoga do četvrtoga razreda osnovne škole. Instrument istraživanja bio je test (pismena vježba - diktat i jezični test), a uzorak istraživanja činilo je 69 učenika četvrtih razreda osnovne škole. Istraživanjem se pokušala utvrditi pravopisna kompetencija te kojim dijelom pravopisa učenici najviše vladaju, a kojim najmanje. Dobivenim rezultatima utvrdilo se da učenici najviše vladaju pravilima u pisanju glasova č i ć, a najmanje u pisanju interpunkcijskih znakova.The purpose of this graduation thesis was to examine and determine the ortographic competence of students at the end of the fourth grade of elementary school. The theoretical part of the paper offers an overview of language development from birth to starting school, spekas of the meaning of the term mastery, about ortography, language norms as well as ortographic norm. Also, the thesis speaks about written exercises in the teaching of the Croatian language and, in more detail, about written exercise - dictation. The part of the Curriculum of the subject Croatian language (2019) is presented, which refers to the learning of ortographic norm from first to fourth grade of elementary school. The research instrument was a test (written exercise - dictation and language test), and the research sample consisted of 69 students of the fourth grade of elementary school. The research tried to determine the ortographic competence and which part of ortography the students master the most and which part the least. The obtained results showed that the students have the most control over the rules in writing the sounds č and ć, and the least in writing punctuation marks