EFFECTIVENESS OF COMPLEX READING STRATEGIES K-W-L IN THE 3TH GRADE

Diplomska naloga obravnava eno izmed kompleksnih bralnih strategij, imenovano VŽN: Kaj vem? Kaj želim izvedeti? Kaj sem se naučil? Namen diplomskega dela je preveriti učinkovitost omenjene bralne strategije pri učencih tretjega razreda devetletne osnovne šole. Uporabili smo eksperimentalno in kavzalno ali neeksperimentalno metodo pedagoškega raziskovanja. Strategijo VŽN smo izvedli dvakrat, in sicer v eksperimentalnem (3. b) in kontrolnem razredu (3. a). Učenci obeh razredov doslej še niso obravnavali besedil s pomočjo bralne strategije VŽN. Po prvem preverjanju je učiteljica eksperimentalnega razreda dva meseca obravnavala različna besedila s pomočjo omenjene bralne strategije, medtem ko učiteljica v kontrolnem razredu te strategije ni uporabljala. Po dveh mesecih smo isto besedilo ponovno obravnavali v obeh razredih, in to po bralni strategiji VŽN. Izvedli smo aktivnosti pred branjem (kaj že vemo), učenci so zapisali vprašanja (kaj želimo izvedeti), po branju pa smo zapisali, kaj smo se naučili in preverili razumevanje branja s pomočjo vprašanj iz prve, druge in tretje ravni razumevanja. Za statistično obdelavo podatkov smo zbrali poleg v prejšnji povedi navedenih podatkov tudi enostavčne in zložene povedi, število uporabljenih besed, uporabo črk in število pravopisnih napak. Obdelava podatkov je pokazala, da so bili učenci, ki so uporabljali metodo VŽN pri razumevanju branja uspešnejši kot njihovi vrstniki v kontrolnem razredu.The diploma paper deals with one of the complex reading strategies, called K-W-L (What I know? What I want to find out? What I have learnt?), in Slovenia known as VŽN. The aim of the diploma paper is to evaluate the efficiency of K-W-L reading strategy in the third grade of nine-year primary school. We use experimental and causal or non-experimental research methods. We engaged K-W-L strategy twice in both classes – in the experimental and in the control class. Pupils in both classes were not familiar with K-W-L strategy. After the first implementation of K-W-L reading strategy, the teacher in the experimental class used this strategy while the pupils were reading different texts meanwhile the teacher in the control class didn\u27t use it. After two months, the pupils in both classes read the same text again. This time we used K-W-L strategy in both classes. We did pre-reading activities (What we know.), the pupils wrote down questions (What we want to find out.), after reading we wrote down what we have learnt and finally we assess the understanding of reading with differentiating comprehension questions. We gathered pupils’ questions and their answers, the number of written sentences and clauses, the number of words, the use of letters and the number of spelling mistakes. The presenting statistical data shows that the pupils in the experimental class using K-W-L strategy were much more successful in reading than the pupils in the control class