Предлог програма за подстицање развоја предвештина читања у предшколској установи

Мирјана М. Николић, Висока школа струковних студија за васпитаче и пословне информатичаре – Сирмијум, Сремска Митровица, имејл: vs.mirjana.nikolic@gmail.com

Слађана М. Миленковић, Висока школа струковних студија за васпитаче и пословне информатичаре – Сирмијум, Сремска Митровица
Иновације у настави, XXXII, 2019/1, стр. 125–138

| PDF | | Extended summary PDF |
doi: 10.5937/inovacije1901125N

 

Резиме: Усвајање читања је један од најважнијих задатака за децу која полазе у школу. Правилан говорно-језички развој представља предуслов за развој предвештина читања, а фонолошка свест једну од круцијалних предвештина читања. Резултати истраживања у свету указују да интервенциони програми којима се у току предшколског периода увежбавају различити аспекти фонолошке свести могу да допринесу лакшем усвајању читања. Због тога је циљ овог рада да прикаже предлог интервенционог програма који треба да подстакне развој предвештина читања код деце која похађају припремни предшколски програм. Програм се заснива на иницијалном тестирању предвештина читања, креирању, имплементацији и евалуацији осмишљених активности – вежби за подстицање говорно-језичког развоја и фонолошке свести у трајању од неколико месеци и финалном тестирању предвештина читања, те способности почетног читања код деце која чине експерименталну групу. Контролну групу деце, уједначену по свим релевантним карактеристикама, такође треба тестирати у двема временским јединицама, испитати способност почетног читања, али без увођења планских и структурисаних активности за подстицање предвештина читања, како би се утврдили ефекти интервенционог програма. Примена и евалуација предложеног програма треба да допринесу унапређивању припремног предшколског програма у припреми деце за усвајање читања.

Кључне речи: предвештине читања, интервенциони програм, предшколска установа.

 

Summary: Learning how to read is one of the most important tasks for children who are preparing to start primary school. A proper development of speech and language is a prerequisite for the development of pre-reading skills, and phonological awareness is one of the crucial pre-reading skills. The results of the research conducted around the world indicate that intervention programmes for developing different aspects of phonological awareness during the pre-school period can contribute to an easier adoption of reading skills. Therefore, the aim of this paper is to present an intervention programme proposal that encourages the development of the pre-reading skills of children attending preparatory preschool programmes. The programme is based on the initial testing of pre-reading skills, as well as on creating, implementing and evaluating the designed activities – exercises for stimulating speechlanguage development and phonological awareness over a period of several months, and final testing of the pre-reading skills and initial reading skills of children in the experimental group. The control group of children, consistent with all relevant characteristics, should also be tested in two different time units and their initial reading skills should be tested as well. In order to determine the effects of the intervention programme, no planned and structured activities for encouraging the development of the pre-reading skills should be introduced. The application and evaluation of the proposed programme should contribute to the improvement of the preparatory preschool programme in terms of preparing children for learning how to read.

Keywords: pre-reading skills, intervention programme, preschool institution.

 

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