MONITORING SOME AREAS AT DICTATION TASKS IN THE FIRST THREE YEARS OF PRIMARY SCHOOL

V prvem triletju osnovne šole gredo učenci skozi fazo opismenjevanja. Opismenjevanje pomeni naučiti se brati in pisati. Pri pisanju imajo veliko vlogo vaje iz grafomotorike, s katerimi učenci pridobijo občutek za držanje pisala, orientacijo na pisalni podlagi in občutek za pisanje. Pri posamezniku se pri pisanju pojavijo različne težave, ki so lahko vezane na različna področja. V teoretičnem delu diplomske naloge sem predstavila opismenjevanje s poudarkom na pisanju. V empiričnem delu je sledila predstavitev napak, ki se pojavljajo pri pisanju nareka v drugem in tretjem razredu osnovne šole. Napake se navezujejo na področje prostorskega zaznavanja in vizualno motorične koordinacije, na področje slušnega razločevanja in razčlenjevanja, na področje neznanja in druge vrste napak. Napake so bile predstavljene v obliki tabel, na koncu pa je bila narejena grafična primerjava napak med spoloma.In the first three years of primary school, pupils go through the phase of literacy. Literacy means knowing how to read and write. Of great importance, when learning how to write, are grapho-motor tasks through which pupils learn how to hold the pen, they gain orientation on the writing surface and the feeling for writing itself. Individuals might experience several difficulties dependent on different areas. In the theoretical part of my paper, I focus on the process of literacy with the emphasis on writing. In the empirical part, I present errors occurring at dictation tasks in the second and third year of primary school. Most often occurring errors are from the area of perception of space and visual-motive coordination, the area of listening comprehension and perception, lack of knowledge, and other types of errors. Errors are presented in tables, concluded with graphical comparison of errors between sexes