THE PROGRESS OF PUPILS IN UNDERSTANDING ESSENTIAL INFORMATION WHEN READING SIMPLE TEXTS IN THIRD GRADE

Branje in razumevanje besedila je ena izmed temeljnih vsebin pouka v osnovni šoli. Znati brati, še ne pomeni nujno prebrano tudi razumeti. Za razumevanje prebranega potrebujemo veliko več kot dekodiranje ali prepoznavanje tiskanih oziroma pisanih simbolov – črk, besed ali besednih skupin. Pomembno je, da bo bralec za črpanje potrebnih informacij iz besedila porabil čim manj bralne energije in časa. Za učinkovito branje oziroma učenje je torej potrebno tudi poznavanje učinkovitih bralnih strategij, ki bralcu omogočajo laţjo zapomnitev ter uporabo novih informacij. Med pomembnejše strategije v šoli uvrščamo makrostrukturne strategije, ki so usmerjene v predelavo bistva, glavnih misli v besedilu, in mikrostrukturne strategije, ki so usmerjene v predelavo podrobnosti. Med pomembne aktivnosti pri uporabi številnih strategij spada tudi označevanje oziroma podčrtovanje gradiv, še posebej bistvenih informacij. Učenci pri podčrtovanju uporabljajo različne pristope. Nekateri podčrtujejo zelo malo, drugi preveč in spet tretji podčrtujejo načrtno in sistematično. Učence dobro izurimo v določanju bistvenih in ključnih besed ter seznanimo z uporabo pojmovne mape. To je metoda, s katero lahko aktiviramo bralčevo predznanje in pridobimo novo znanje iz prebranega besedila. V svojem empiričnem delu sem preverila predznanje učencev dveh različnih tretjih razredov pred branjem neumetnostnega besedila. S podčrtovanjem bistvenih podatkov prebranega neumetnostnega besedila sem proučevala učenčevo razumevanje prebranega in s tem, koliko so si zapomnili vsebino. V obdobju štirih mesecev sem z učenci eksperimentalnega razreda obravnavala in utrjevala različna neumetnostna besedila z namenom, da bi bolje znali izluščiti bistvene podatke iz besedila in posledično s tem tudi bolje razumeli prebrano besedilo, kot učenci kontrolnega razreda, kjer poudarka na tem ni bilo.Reading and understanding texts is one of the key subject matters of class in primary schools. But knowing how to read does not necessarily mean understanding the text. To understand we need much more than skills for de-coding or recognizing capital or more likely cursive symbols – letters, words or word groups. It is important that the reader doesn\u27t use up a lot of energy and time when gathering information from a text. For effective reading and studying it is vital to be familiar with effective reading strategies which enable the reader to remember and use the new information in a more efficient way. One of the more important strategies in school are macro structural strategies which are oriented towards understanding the point, the main points in the text and the microstructural strategies which focus on processing the details. A very important activity in using several strategies is also marking or underlining of the material, especially when it comes to key information. Pupils use different approaches when it comes to underlining. Some underline very little, others too much but some of them do it carefully planned and systematically. The pupils are well trained in finding and recognizing key words and with the use of the concept folder. This is a method with which we can activate the reader’s foreknowledge and gain new knowledge from the text. In my empirical part I tested the foreknowledge of pupils from two different third year classes before reading a text. With underlining crucial information of that text I studied the pupils’ understanding of what they took in and how much of the content they remembered. Through the period of four months I looked and analysed different texts with the students with the goal of making them more successful in getting the main points from the text and consequently achieve better understanding of the text compared to the class where I didn’t emphasise these methods