READING AND MOTIVATION METHODS IN THE THIRD TRIENNIUM OF PRIMARY SCHOOL

V diplomskem delu so predstavljena teoretična izhodišča za spodbujanje bralne motivacije. Za učinkovito bralno motivacijo je ključen odrasli, ki je strokovno usposobljen ter hkrati tudi sam rad bere. Branju je potrebno posvečati veliko pozornosti, saj prispeva k razvijanju bralne kulture. Učenci se branja naučijo v nižjih razredih osnovne šole, kasneje ga razvijajo in nadgrajujejo, pri tem pa je pomembno sodelovanje učencev in tudi staršev. Motivacija za branje strmo pade na prehodu z razrednega na predmetni pouk, vse več učencev pa ima tudi odklonilen odnos do branja. Učitelji si prizadevajo učence bralno usposobiti, a je na koncu šolanja še vedno veliko učencev s slabimi bralnimi zmožnostmi. V diplomskem delu je v ospredju spodbujanje motivacije za branje v tretjem triletju osnovne šole. Empirični del zajema študijo primera, s katero je prikazan pogled učencev na branje, na književnost, obiskovanje knjižnic, preživljanje prostega časa, kar so ključni dejavniki, ki vplivajo na bralno motivacijo. Predpostavljeno je, da učitelji v vseh razredih s širšimi seznami kanonske literature učencem omogočajo izbiro knjig za domače branje, s čimer bi spodbudili motivacijo za branje. Poleg deskriptivne metode so v diplomskem delu uporabljene tudi komparativna, analitična, sintetična ter interpretativna metoda. Na podlagi študije primera je ugotovljeno, da se učitelji trudijo, da bi bralno motivacijo izboljšali, vendar prevladujejo dejavniki, ki jim to onemogočajo.The present diploma thesis outlines the theoretical bases for the stimulation of reading motivation. A professionally trained adult fond of reading is essential for effective reading motivation. Considerable attention should be devoted to reading, as it contributes to the development of reading culture. Pupils first learn to read in the initial grades of elementary school and later develop and upgrade their reading skills, where engagement of both pupils and parents is important. Reading motivation decreases drastically at the transition from the general to the specialised stage of basic education and increasing numbers of students adopt negative attitude to reading. Teachers endeavour to teach reading skills to pupilshowever, at the end of basic education many pupils still posses poor reading skills. The present diploma thesis focuses on stimulating reading motivation during the third triennium of basic education. The empirical part consists of a case study, which outlines the attitude of pupils to reading, literature, library visiting and leisure time activities, which are key factors that influence reading motivation. It is presumed that teachers in all grades provide general framework lists of canon literature which enable the pupils to choose literature for compulsory reading, which would increase reading motivation. Apart from the descriptive method, comparative, analytical, synthetic and interpretative methods were also employed in the present diploma thesis. Based on the case study, it has been established that teachers endeavour to increase reading motivation but factors to the contrary prevail