QUANTITATIVE ASPECT OF READING COMPREHENSION IN SECOND GRADE

Svet se vse bolj razvija, pri tem pa igrajo pomembno vlogo komunikacijske dejavnosti vseh vrst. Raziskave kažejo, da človek preživi skoraj petino svojega budnega časa pri branju, da pa se, zlasti pri odraslih bralcih, ta čas precej krajša. Otroci kljub obdobju računalništva še vedno precej berejo. Veliko informacij, ki jih morajo dnevno pregledati in se jih naučiti, je še vedno v knjižnih oblikah, saj sta poslušanje in branje še vedno osnovni obliki komunikacije v učenju. Učenje branja v šoli poteka celotno prvo vzgojno-izobraževalno obdobje. V teoretičnem delu diplomske naloge sem predstavila pismenost in bralno pismenost, metode in postopke začetnega opismenjevanja, strukturne modele bralne pismenosti in seveda branje ter vse kar vpliva na začetno branje. Ker se je leta 2011 sistem opismenjevanja v šolah spremenil, sem se odločila, da zaradi uvedbe novega učnega načrta izvedem raziskavo v zvezi z bralnimi zmožnostmi učencev drugega razreda. Rezultati in interpretacija raziskave branja učencev petih mariborskih šol so predstavljeni v empiričnem delu. Preverjanje je potekalo dvakrat, in sicer v razmahu štirih mesecev. Zanimalo me je, kakšno znanje imajo učenci s področja tehnike branja (čas branja, ritem branja in pravilnost branja). Predvsem me je zanimalo, kakšen je njihov individualni napredek na posameznih področjih. Prikazani so tudi rezultati posameznih oddelkov na šolah in rezultati posameznih šol.The world is constantly developing, among other things under the influence of communication activities of all kinds. Research shows that we spend almost one fifth of our wakened time reading, but also that this time is shortening, particularly in the case of adult readers. Children still read a lot, despite the computer era we live in. A considerable share of information that they must process and memorize daily is still available in book formlistening and reading are still basic forms of communication in learning. In school, the process of developing reading skills continues through the entire early education period. In the theoretical part of my thesis, I present literacy, particularly reading literacy, the methods and procedures of early literacy development, structural models of literacy in reading, and all that affects the early reading process. Since the system of literacy development in schools changed in 2011, I decided to research the second-grade pupils’ reading ability with respect to the introduction of the new curriculum. Results and their interpretation concerning pupils from five Maribor schools are presented in the empirical part. The pupils were tested twice with a time gap of four months. I was interested in the pupils’ skills concerning reading techniques (reading time, reading pace and reading accuracy). Above all, I was interested in their individual progress in specific areas. The research also shows the results of separate schools departments and the results of individual schools