Sodelovanje v programih pomoči, namenjenih otrokom s slabimi bralnimi zmožnostmi, na Madžarskem
Povzetek
V tem stoletju je vrednost informacij narastla; sprememba se odraža v pozornosti, ki se usmerja k pripravi učencev na funkcionalno rabo branja. Zato so najnovejša mednarodna ocenjevanja bralne pismenosti zasnovana tako, da obravnavajo tovrstno znanje. Na Madžarskem precejšnje število posameznikov pri teh preverjanjih dosega rezultate pod minimalno ravnjo, kar nakazuje na manjšo zmožnost sodelovanja v skupnosti. Ključnega pomena je, da pri odpravljanju funkcionalne nepismenosti preučimo obstoječi podporni sistem in učinkovitost prepoznavanja bralnih težav v zgodnjih fazah, predvsem za to, da bi sistematično izboljšali izobraževanje. Ob pregledovanju verjetnih vzrokov za otežkočeno razumevanje besedil je eden izmed predpogojev za razumevanje pisnega jezika ravno ustrezno dekodiranje. Ta raziskava se osredinja na preučevanje dostopa do programov pomoči za petošolce s šibkimi bralnimi sposobnostmi. Izmerili smo hitrost in natančnost glasnega branja pri 957 učencih, ki obiskujejo redni program osnovne šole, nazadnje pa to primerjali s podatki o sodelovanju v rehabilitacijskih programih. Najpomembnejša ugotovitev raziskave je bila, da je manj kot polovica otrok s šibkimi bralnimi sposobnostmi deležna pomoči, ki bi izboljšala njihovo zmogljivost; 55 % počasnih bralcev in 60 % nenatančnih bralcev je ostalo brez podpore, čeprav so njihove zmožnosti precej šibkejše od njihovih vrstnikov. Ugotovitev kaže na potrebo po reviziji sistema odkrivanja in zahteva obsežnejše programe pomoči, katerih dostop ne bi več tako močno temeljil na diagnozi.
Prenosi
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