EFFICIENCY OF PAUK\u27S STRATEGY IN SLOVENIAN CLASS IN THE 5TH GRADE OF ELEMENTARY SCHOOL

Branje v šoli ostaja še vedno najpogostejši način pridobivanja novega znanja in informacij. Učenci se v šoli naučijo tekočega branja, nato pa bralno spretnost uporabijo v funkciji učenja. Branje v funkciji učenja terja, da bralec pozna tudi učinkovite bralne učne strategije, ki mu omogočajo, da informacij ne le spozna, temveč jih zna glede na namen tudi izbrati in učinkovito uporabiti. Velikokrat pa se zgodi, da prebranega ne razumemo ali si ga težko zapomnimo, zato si lahko pomagamo z različnimi bralnimi strategijami. Ena izmed bralnih strategij je kompleksna bralna strategija, ki jo imenujemo Paukova strategija. Primerna je predvsem pri samostojnem učenju iz učbenikov, zlasti pri besedilih, ki vsebujejo precej podrobnosti. Učinkovitost Paukove strategije sem preverila pri učencih 5. razredov na eni izmed koroških osnovnih šol. V empiričnem delu diplomskega dela bom predstavila razlike med učenci, ki so obravnavali neumetnostna besedila s pomočjo Paukove strategije, in tistimi učenci, ki te metode niso spoznali.Reading in school is still the most common way of acquiring new knowledge and information. In school pupils learn to read fluently and later they can use their reading skills for the purpose of learning. Reading in the role of learning demands the reader to be familiar with effective literacy learning strategies, which enable the readers to not only gain new information, but also to choose and use them effectively according to the purpose. It often occurs that we do not understand, or it is hard to remember, what we have readtherefore, a variety of reading strategies can be used. One of the reading strategies is a complex reading strategy called Pauk’s strategy. It is mainly suitable for self-directed learning from textbooks, especially from texts that contain many details. The effectiveness of Pauk’s strategy was analyzed with the fifth grade pupils in one of the elementary schools in the region of Koroška. The empirical part of the thesis presents differences among students who dealt with non-literary texts by using Pauk’s strategy and those who were not familiar with Pauk’s strategy