READING PICTURE BOOKS IN THE THIRD GRADE OF THE PRIMARY SCHOOL

Za bogato doživeto zgodbo slikanice je potrebno upoštevati verbalni in vizualni del slikanice – celostno branje. Namen magistrskega dela je bil preučiti dosedanji način obravnave slikanic in posledično razumevanje ter izboljšati razumevanje po dodatnem poglabljanju v likovni del. Cilj raziskave – izboljšanje strategije branja slikanice s poudarkom na doslej zanemarjenem vizualnem kodu – je bil dosežen z izpeljavo akcijske raziskave v štirih korakih, in sicer s poudarkom na vedno večjem poglabljanju v vizualni del. V raziskavo je bilo vključenih trinajst učencev tretjega razreda osnovne šole. Po vsakem izmed izvedenih korakov so učenci individualno ustno odgovarjali na vprašanja odprtega tipa. Odgovori so bili zvočno posneti in zatem transkribirani ter obdelani na nivoju deskriptivne statistike. Z vprašalnikom smo želeli ugotoviti, iz katerega dela slikanice (iz verbalnega, iz vizualnega ali iz kombinacije verbalnega in vizualnega dela) so učenci za posamezni odgovor pridobili informacije. Iz analize odgovorov je razvidno, da so učenci v vedno večji meri pridobivali informacije iz vizualnega dela slikanice in jih nato smiselno usklajevali s tistimi iz besedila. V zadnjem koraku (obravnava slikanice brez besedila) so učenci pokazali usvojeno znanje in oblikovali zgodbo zgolj na podlagi slik. Akcijska raziskava je bila učinkovita, saj so se učenci začeli zavedati pomena ilustracij v slikanicah.For an enriching experience of a picture book story both a verbal and visual part of a picture book (integral reading) should be considered. The purpose of this master\u27s thesis is to research the present approach to discussing a picture book and its consequent understanding as well as to enhance understanding after an additional focus on the visual content. The aim of the research - improving reading strategy for picture books with emphasis on the so far neglected visual code - was achieved by conducting an action research in four steps, specifically, by emphasizing an increasing focus on the visual part. The research included thirteen primary school pupils in the third grade. After each implemented step, individual pupils orally answered open-ended questions. Their responses were first sound recorded and subsequently transcribed and processed using descriptive statistics. The aim of the questionnaire was to determine from which part of the picture book (verbal, visual or the combination of verbal and visual part) the pupils obtained information for a specific response. The analysis of responses shows that pupils received information from the visual part of picture book to an increasing extent and afterwards sensibly combined them with information found in the text. In the last part (discussing the picture book without the text), the pupils demonstrated the knowledge gained and created a story prompted solely by pictures. The action research was effective as all the pupils started to recognize the importance of illustrations in picture books