READING SUCCESS OF STUDENTS OF SLOVENE AND A FOREIGN FIRST LEANGUAGE

Slovenskih šol že dolgo ne obiskujejo samo samo otroci, ki bi govorili slovenski jezik od rojstva, ampak so prisotni tudi otroci priseljencev iz drugih držav. Ti otroci nimajo avtomatiziranega znanja slovenskega jezika, kaj šele branja, in kje sta šele dobra bralna tehnika ter bralno razumevanje. Za te otroke je slovenski jezik tuji jezik, vendar ga v učnem šolskem sistemu uporabljajo kot prvi jezik. Je pa v Sloveniji čedalje več tujega prebivalstva in s tem posledično tudi več tujih otrok, ki obiskujejo slovenske šole. Zaradi tega nas je zanimalo, kako so ti učenci uspešni pri branju, kakšna sta njihova bralna tehnika ter razumevanje pri branju. Raziskava je potekala v januarju 2016 na petih mariborskih šolah. Rezultati, ki smo jih predstavili v empiričnem delu, temeljijo na času prebranega besedila, številu napak, ki so jih učenci naredili med branjem, ter na prvi in drugi ravni razumevanja besedila. Pridobljene rezultate smo interpretirali glede na vpliv jezika, vlogo spola pri slovensko govorečih in tuje govorečih učencih ter korelacijo med bralno tehniko in razumevanjem učencev s slovenskim in tujim maternim jezikom.Slovene schools have not been visited only by students who speak Slovene language from birth for quite some time as there are also many children of emigrants from other countries. Slovene language is not automatic for these children, let alone reading, reading techniques and reading comprehension. Slovene language is essentially a foreign language for these individuals yet the school system they belong to uses it as the first language. In Slovenia, the number of foreigners is growing, and consequently, the number of foreign children in Slovene schools is growing, too. Regarding this issue, I was interested in the reading progress of these children and their reading techniques as well as reading comprehension. The research took place in January, 2016, on five different schools in Maribor. The results which we have presented in the empirical part of the thesis were based on the time of the read text, the number of errors the students had made while reading, and on the first and second level of reading comprehension. The gained results were interpreted regarding the language influence, the role of the gender regarding Slovene and foreign speaking students and a correlation between the reading technique and comprehension of students with Slovene and a foreign first language