THE QUALITATIVE ASPECT OF READING COMPREHENSION IN THIRD AND FOURTH GRADE

Branje uporabljamo v vsakdanjem življenju doma, na delovnem mestu in v družbi. Ob tem je potrebno poudariti, da je bralna sposobnost ključnega pomena za uspeh v našem življenju, vendar pa ni pomembno samo to, da neko besedilo znamo prebrati, ampak je zelo pomembno koliko in kako ga razumemo. Pomembno je, da otroci znajo iz besedila izluščiti ključne besede in informacije ter dojeti bistvo samega besedila, pa naj gre pri tem za umetnostno ali neumetnostno besedilo. Za boljše razumevanje prebranega imamo na voljo različne bralne strategije, ki jih učencem približa učitelj, učenci pa se jih poslužujejo predvsem z namenom, da bi si prebrano bolje zapomnili in razumeli. Bralno razumevanje oz. ravni razumevanja učencev preverjamo z različnimi vprašanji, ki nam dajejo odgovor na to koliko in kako je učenec razumel prebrano vsebino. V okviru slovenskega jezika je snov 3. razreda namenjena utrjevanju pridobljenega znanja, tudi branja. Ker je v 4. razredu utrjevanja branja neprimerno manj, me je zanimalo, kako učinkovito vaja vpliva na branje pri učencih. Predvsem me je zanimalo, ali bo razumevanje prebranega besedila pri učencih 4. razreda večje, kakor pri učencih 3. razreda. Osredotočila sem se na kvalitativni vidik razumevanja branja, saj me je zanimalo, koliko in kaj so si učenci zapomnili iz prebranega. Preverila sem ali znotraj tretjega in četrtega razreda obstaja povezava med povprečno oceno pri izbranih predmetih (slovenščina, spoznavanje okolja in družba) in med bralnim razumevanjem. Ker je bilo v tretjem in četrtem razredu prisotnih kar nekaj Romov in učencev iz drugih držav, ki zelo slabo govorijo slovensko ali pa slovenski jezik sploh ne govorijo, me je zanimalo, ali se bodo pojavile razlike pri razumevanju besedila med učenci glede na to kako otroci govorijo doma (slovensko, tuje, slovensko in tuje). Raziskava je potekala na eni izmed mariborskih osnovnih šol. V raziskavi je sodelovalo 65 učencev 3. razreda in 61 učencev 4. razreda. Preverjanje kvalitativnega razumevanja branja je potekalo dvakrat, v mesecu novembru leta 2014 in v mesecu aprilu leta 2015, in sicer z namenom da bi ugotovili napredek učencev pri bralnem razumevanju.Reading is used in everyday life at home, at work and in society. It is important to stress that reading skills are not only essential for success in our lives, but it is also of great significance of how much and how we understand a certain text. It is important that children are able to extract keywords and information from a given text and grasp the essence of the text itself, whether this is a literary text or a nonliterary text. Various strategies, that can give a better understanding of what is being read, are available to be used by learners and are provided by teachers. Learners use such strategies to memorize and understand texts better. Reading comprehension or levels of understanding are checked with various questions which give us answers to what and how much a learner has understood from the text. Within the framework of Slovene language in third grade the subject matter is mainly focused on revision of previously gained knowledge, such as reading. Because there is incomparably less reading revision in fourth grade, I was interested in how a sufficient exercise can influence on learner`s reading skills. I was interested whether the understanding of a text will be greater with learners in fourth grade in comparison with learners in third grade. I was focused on the qualitative aspect of understanding the text, mainly because I was interested in how much and what learners will memorize from the text. I have tested whether there is a connection between average grade in certain subjects (Slovene language, Nature study and Social study) and reading comprehension in third and fourth grade. There were a lot of Roms and learners from foreign countries, who mostly speak very little or no Slovene at all present in the classes in third and fourth grade. Due to this reason I was interested if there will be any differences in understanding the text among children who speak Slovene at home and those who do not. The survey was conducted on one of the schools in Maribor. 65 learners from third grade and 61 learners from fourth grade were a part of the study. Qualitative testing was held twice, in November 2014 and April 2015 with the aim to determine the progress of learners in reading comprehension