Podsticanje razvoja čitalačkih kompetencija: mogućnosti i ograničenja bukvara
Apstrakt
Reading comprehension represents a basis for the literacy competencies. This paper focused on a primer textbook as the first textbook that students encounter with and attempted to define in what way and to what extent they help the development of reading comprehension. More specifically, the main goal of this study was to determine what are the quantitative and qualitative characteristics of the exercises, instructions and other information which follow the texts and facilitate the development of literacy competencies in children who are at the beginner level of reading. We have analyzed texts with affirmed authorship from seven primer textbooks, published in the last ten years. The first level of the analysis established what were the different types of instructions and exercises, as well as what was their distribution. The second level of the analysis went into more detailed quantitative and qualitative analysis of the texts that were published in each primer textbook, in order to de...termine what were the different strategies that publishers used for the construction of following categories: questions about the text, dictionary behind the text, lexical-semantic exercises, as well as additional instructions. Results indicated that instructions and exercises which could potentially facilitate the development of reading comprehension were present in the primer textbooks for Serbian, but that their distribution was scares and nonsystematic. These findings were discussed in the context of the previous studies about the textbooks for lower grades for Serbian language, as well as within the context of the current theories about reading comprehension and literacy.
Ključne reči:
reading comprehension / literacy competencies / primer textbook / lexical semantic developmentIzvor:
Udžbenik: stara tema pred izazovima starog doba, 2019, 117-137Izdavač:
- Beograd : Institut za pedagoška istraživanja
Finansiranje / projekti:
- Od podsticanja inicijative, saradnje i stvaralaštva u obrazovanju do novih uloga i identiteta u društvu (RS-MESTD-Basic Research (BR or ON)-179034)
- Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47008)
Napomena:
- Naziv zbirke: Biblioteka „PEDAGOŠKA TEORIJA I PRAKSA“ broj 48
Institucija/grupa
IPITY - CHAP AU - Ševa, Nada AU - Lazarević, Emilija PY - 2019 UR - http://ipir.ipisr.org.rs/handle/123456789/1068 AB - Reading comprehension represents a basis for the literacy competencies. This paper focused on a primer textbook as the first textbook that students encounter with and attempted to define in what way and to what extent they help the development of reading comprehension. More specifically, the main goal of this study was to determine what are the quantitative and qualitative characteristics of the exercises, instructions and other information which follow the texts and facilitate the development of literacy competencies in children who are at the beginner level of reading. We have analyzed texts with affirmed authorship from seven primer textbooks, published in the last ten years. The first level of the analysis established what were the different types of instructions and exercises, as well as what was their distribution. The second level of the analysis went into more detailed quantitative and qualitative analysis of the texts that were published in each primer textbook, in order to determine what were the different strategies that publishers used for the construction of following categories: questions about the text, dictionary behind the text, lexical-semantic exercises, as well as additional instructions. Results indicated that instructions and exercises which could potentially facilitate the development of reading comprehension were present in the primer textbooks for Serbian, but that their distribution was scares and nonsystematic. These findings were discussed in the context of the previous studies about the textbooks for lower grades for Serbian language, as well as within the context of the current theories about reading comprehension and literacy. PB - Beograd : Institut za pedagoška istraživanja T2 - Udžbenik: stara tema pred izazovima starog doba T1 - Podsticanje razvoja čitalačkih kompetencija: mogućnosti i ograničenja bukvara EP - 137 SP - 117 UR - https://hdl.handle.net/21.15107/rcub_ipir_1068 ER -
@inbook{ author = "Ševa, Nada and Lazarević, Emilija", year = "2019", abstract = "Reading comprehension represents a basis for the literacy competencies. This paper focused on a primer textbook as the first textbook that students encounter with and attempted to define in what way and to what extent they help the development of reading comprehension. More specifically, the main goal of this study was to determine what are the quantitative and qualitative characteristics of the exercises, instructions and other information which follow the texts and facilitate the development of literacy competencies in children who are at the beginner level of reading. We have analyzed texts with affirmed authorship from seven primer textbooks, published in the last ten years. The first level of the analysis established what were the different types of instructions and exercises, as well as what was their distribution. The second level of the analysis went into more detailed quantitative and qualitative analysis of the texts that were published in each primer textbook, in order to determine what were the different strategies that publishers used for the construction of following categories: questions about the text, dictionary behind the text, lexical-semantic exercises, as well as additional instructions. Results indicated that instructions and exercises which could potentially facilitate the development of reading comprehension were present in the primer textbooks for Serbian, but that their distribution was scares and nonsystematic. These findings were discussed in the context of the previous studies about the textbooks for lower grades for Serbian language, as well as within the context of the current theories about reading comprehension and literacy.", publisher = "Beograd : Institut za pedagoška istraživanja", journal = "Udžbenik: stara tema pred izazovima starog doba", booktitle = "Podsticanje razvoja čitalačkih kompetencija: mogućnosti i ograničenja bukvara", pages = "137-117", url = "https://hdl.handle.net/21.15107/rcub_ipir_1068" }
Ševa, N.,& Lazarević, E.. (2019). Podsticanje razvoja čitalačkih kompetencija: mogućnosti i ograničenja bukvara. in Udžbenik: stara tema pred izazovima starog doba Beograd : Institut za pedagoška istraživanja., 117-137. https://hdl.handle.net/21.15107/rcub_ipir_1068
Ševa N, Lazarević E. Podsticanje razvoja čitalačkih kompetencija: mogućnosti i ograničenja bukvara. in Udžbenik: stara tema pred izazovima starog doba. 2019;:117-137. https://hdl.handle.net/21.15107/rcub_ipir_1068 .
Ševa, Nada, Lazarević, Emilija, "Podsticanje razvoja čitalačkih kompetencija: mogućnosti i ograničenja bukvara" in Udžbenik: stara tema pred izazovima starog doba (2019):117-137, https://hdl.handle.net/21.15107/rcub_ipir_1068 .