The development of phonological skills in pupils with difficulties in phonological awareness

Fonološko zavedanje je spekter sposobnosti, ki zajemajo prepoznavanje in manipulacijo delov govora, npr. prepoznavanje glasov, rim in zlogov. Ustrezno razvito fonološko zavedanje je predpogoj za usvajanje branja in pisanja. Branje je spretnost, ki poleg pisanja omogoča uspešno pisno komunikacijo. Temelji na razvitosti govora in je prisotno na vseh ravneh človekovega življenja, od predšolskega obdobja do odraslosti. Poleg fonološkega zavedanja je za branje pomembno še procesiranje, razvit besednjak, razumevanje prebranega in tekoče branje. Pri učenju branja se lahko pojavljajo težave. Pomembno je, da vzrok težav odkrijemo zgodaj ter učencu nudimo ustrezno pomoč in podporo. Če so težave pri branju posledica težav in primanjkljajev na področju fonološkega zavedanja, jih lahko premagujemo tudi s treningi za razvijanje fonološkega zavedanja. V teoretičnem delu magistrskega dela je predstavljen razvoj branja in spretnosti, pomembnih za usvajanje branja, ter težave, ki se pojavljajo ob opismenjevanju na področju učenja branja. Opisani so tudi mednarodni diagnostični instrumenti, ki se uporabljajo za odkrivanje težav na področju fonološkega zavedanja, in treningi fonološkega zavedanja, ki se uporabljajo v angleško in nemško govorečih državah ter v Sloveniji. Predstavljen je tudi pomen treningov za razvoj fonološkega zavedanja pri posameznikih s težavami pri branju. Namen magistrskega dela je preveriti učinkovitost treninga za izboljšanje fonološkega zavedanja. V ta namen je predstavljen trening fonološkega zavedanja in njegovi rezultati. Trening, ki je bil oblikovan kot gibalna igra, z različnimi nalogami spodbuja prepoznavanje posameznih glasov in delov besede. V raziskavo je bilo vključenih deset učencev, ki so bili v povprečju stari 6 let, pet v eksperimentalni in pet v kontrolni skupini. Učenci eksperimentalne skupine (ES), ki so bili vključeni v trening, so bili izbrani na osnovi učiteljeve ocene, da imajo težave s fonološkim zavedanjem. V kontrolni skupini (KS) je bilo pet učencev brez fonoloških težav in v trening niso bili vključeni. Trening je obsegal 20 srečanj z učenci, vsako srečanje je trajalo od 20 do 30 minut. Namen raziskave je bil ugotoviti, ali so učenci ES po treningu izboljšali fonološke spretnosti in ali so se glede na rezultate drugega preverjanja izenačili z učenci iz KS. Rezultati so pokazali, da so vsi učenci, ki so bili vključeni v trening, napredovali na področju fonološkega zavedanja, prav tako pa se je zmanjšala razlika v dosežkih med učenci s težavami na področju fonološkega zavedanja in učenci brez teh težav.Reading is a skill that aside from writing develops a successful written communication. It is based upon the development of speech and is present on all levels of a person’s life, from pre-school to adulthood. Important skills of speech assimilation are phonological awareness and processing, developed vocabulary, reading comprehension and fluent reading. Problems can arise during learning to read. It is important that the source of the troubles is discovered soon so we can offer the student needed help and support. If the problems with reading are a consequence in the field of phonological awareness, we can overcome them with practice for developing phonological awareness. Development of reading, skills needed to assimilate reading and the problems that can arise in gaining speech in the field of learning to read are described in the theoretical part of Master’s thesis. International diagnostic tools used for detecting trouble in the field of phonological awareness, and phonological training used in English and German speaking countries as well as in Slovenia are also described. Presented is also the meaning of practice for development of phonological awareness in individuals with reading difficulties. The empirical part presents the practice of phonological awareness and its results. The purpose of Master’s thesis is to examine the efficiency of the practice for perfection of phonological awareness. The practice, which was formed as a motion game, with various words encourages recognition of sounds and parts of a word. 10 pupils were included in the research, averagely 6 years old. 5 of them were in an experimental group, the other half in a control group. Pupils of the experimental group (EG) that were involved in the practice were chosen based on a teacher’s estimation whether they have difficulties with phonological awareness. In the control group (CG) were 5 children without phonological difficulties and they were not included in the practice. Practice consisted of 22 meetings. With the research I wished to determine if the EG children have improved their phonological skills and if the results of the second testing matched the results of CG children. The results showed that the practice of phonological awareness affects greatly the improvement of these abilities