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.

Литература 

• Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: Bolt, Beranek,and Newman, Inc.
• Ball, E. W. (1997). Phonological awareness: Implication for whole language and emergent literacy programs. Topics in Language Disorders. 17, 14–26.
• Brakus, R. (1999). Multidimenzionalni pristup u proceni disleksija i disgrafija (doktorska disertacija). Beograd: Defektološki fakultet.
• Bradley, L. & Bryant, P. (1983). Categorising sounds and learning to read. A causal connection. Nature. 301, 419–521.
• Bryant, P., Bradley, L., MacLean, M. & Crossland, J. (1989). Nursery rhymes, phonological skills and reading. Journal of Child Language. 16, 407–428.
• Bryant, P., MacLean, M. & Bradley, L. (1990). Rhyme, language, and children’s reading. Applied Psycholinguistics. 11, 237–252.
• Byrne, B. & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology. 83, 451–455.
• Cain, K. & Oakhill, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology. 76, 683–696.
• Catts, H. W. (1995). Early Language Impairments and Developmental Dyslexia. Dyslexia – An International Journal of Research and Practice. 1 (1), 51–54.
• Connor, C. M., Morrison, F. J. & Slominski, L. (2006). Preschool instruction and children’s literacy skill growth. Journal of Educational Psychology. 98 (4), 665–689.
• Crain-Thoreson, C. & Dale, Ph. (1992). Do Early Talkers Become Early Readers? Linguistic Precocity, Preschool Language, and Emergent Literacy. Developmental Psychology. 28 (3), 421–429.
• Čudina-Obradović, M. (2003). Igrom do čitanja: igre i aktivnosti za razvijanje vještina čitanja. Zagreb: Školska knjiga.
• De Cara, B. & Goswami, U. (2003). Phonological neighbourdensity: effects in a rhyme awareness task in fiveyear-old children. Journal of Child Language. 30, 695–710.
• Fernandez-Fein, S. & Baker, L. (1997). Rhyme and Alliteration Sensitivity and Relevant Experiences Among Preschoolers From Diverse Backgrounds. Journal of Literacy Research. 29 (3), 433–459.
• Filić, M., Kolundžić, Z., Vidović, I. (2017). Jezične i govorne sposobnosti, predvještine čitanja, pisanja i matematike školskih obveznika 2017./2018. u Požeško-slavonskoj županiji. Logopedija. 7 (2), 49–55.
• Foorman, B. R. & Siegel, A. W. (Eds.) (1986). Acquisition of Reading Skills: Cultural constraints and Cognitive Universals. Hillsdale, NJ: Lawrence Erlbaum.
• Gillon, T. G. (2008). The Gillon Phonological Awareness Training Programme. An intervention programme for children at risk for reading disorder (Programme Handbook). Christchurch, New Zealand: University of Canterbury.
• Göncz, L. & Kodžopeljić, J. (1991). Exposure to two languages in the pre-school period: Metalinguistic development and acquisition of reading. Journal of Multilingual and Multicultural Development. 12 (3), 137–163.
• Göncz, L., Kodžopeljić, J. (1995). Neke determinante sposobnosti fonemske segmentacije reči. Pedagoška stvarnost. 1–2, 90–105.
• Griffith, P. L. & Olson, M. W. (1992). Phonemic awareness helps beginning readers break the code. The Reading Teacher. 45, 516–523.
• Heilman, A. W., Blair, T. R. & Rupley, W. H. (1986). Principles and Practices of Teaching Reading. Columbus, Ohio: Ch. E. Merrill Publishing Company; A Bell & Howell Company.
• Kodžopeljić, J. (1996). Metalingvistički preduslovi uspešnog usvajanja čitanja. Psihologija. 29 (1), 35–48.
• Kodžopeljić, J. (1997). Svest o rečima kao faktor usvajanja čitanja. Psihologija. 30 (3), 231–240.
• Kodžopeljić, J., Göncz, L., Jevremović, V. (1998). Faktori razvoja sposobnosti fonemske segmentacije reči na predškolskom uzrastu. Godišnjak Filozofskog fakulteta. 26, 189–200.
• Kodžopeljić, J. (2008). Metajezički aspekti zrelosti za polazak u školu. Novi Sad: Savez pedagoških društava Vojvodine.
• Lazarević, E. (2014). Razvijenost fonološke sposobnosti dece predškolskg uzrasta. Zbornik Instituta za pedagoška istraživanja. 46 (2), 425–450.
• Lonigan, C. J., Burgess, S. R., Anthony, J. L. & Barker, T. A. (1998). Development of phonological sensitivity in two to five year old children. Journal of Educational Psychology. 90, 294–311.
• Lonigan, C. J., Burgess, S. R. & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: evidence from a latentvariable longitudinal study. Developmental Psychology. 36 (5), 596–613.
• Lundberg, I., Frost, J. & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly. 23, 263–284.
• Nation, K. & Hulme, Ch. (1997). Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills. Reading Research Quarterly. 32, 154–167.
• Nikolić, M., Milenković, S. (2017). Priprema dece za opismenjavanje (autorizovana skripta sa praktikumom). Sremska Mitrovica: Visoka škola strukovnih studija za vaspitače i poslovne informatičare – Sirmium.
• Ognjenović, V., Morača-Stojnov, J. (1983). Fonemska segmentacija reči na predškolskom uzrastu. Psihologija. 16 (4), 48–54.
• Otaiba, S. A., Puranik, C. S., Ziolkowski, R. A. & Montgomery, T. M. (2009). Efectiveness of early phonological awareness interventions for students with speech or language impairments. Journal of Special Education. 43, 107–128.
• Phillips, B. M., Clancy-Menchetti, J. & Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics in Early Childhood Special Education. 28, 3–17.
• Quinn, J. M., Wagner, R. K., Petscher, Y. & Lopez, D. (2016). Developmental relations between vocabulary knowledge and reading comprehension: A latent change score modeling study. Child Development. 86 (1), 159–175.
• Rathvon, N. (2004). Early reading assessment: A practitioner’s handbook. New York: The Guilford Press.
• Roth, F. P. & Baden, B. (2001). Investing in emergent literacy intervention: A key role for speech-language pathologists. Seminars in Speech and Language. 22, 163–173.
• Sawyer, D. (1992). Language Abilities, Reading Acquisition, and Developmental Dyslexia: A Discussion of Hypothetical and Observed Relationships. Jorunal of Learning Disabilities. 2 (2), 82–95.
• Schuele, C. M. & Boudreau, D. (2008). Phonological awareness intervention: Beyond the basics. Language, Speech, and Hearing Services in Schools. 39, 3–20.
• Subotić, S. (2011). Konstrukcija testa fonološke svijesti na srpskom jeziku. Primenjena psihologija. 127–149.
• Tunmer, W. E. & Bowey, J. A. (1984). Metalinguistic awareness and reading acquisition. In: Tunmer, W. E., Pratt, C. & Herriman, M. L. (Eds.) Metalinguistic Awareness in Children . (144-168). Berlin: Springer-Verlag.
• Yopp, H. K. & Yopp, R. H. (2000). Supporting phonemic awareness development in the clasroom. The Reading Teacher. 54, 130–143.
• Vuksanović, J., Jovanović, A., Avramović-Ilić, I., Petrović, B. (2008). Neki indikatori (ne)uspešnog čitanja. Psihologija. 41 (3), 343–355.
  Whitehurst, G. J. & Lonigan, C. J. (2002). Emergent literacy: Development from prereaders to readers. In: Neuman, S. B. & Dickinson, D. K. (Eds.). Handbook of early literacy research (11–29). New York: Guilford Press.
• Wolf, M., Goldberg O’Rourke, A. G., Gidney, C., Lovett, M., Cirino, P. & Morris, R. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing: An Interdisciplinary Journal. 15, 43–72.
• Wood, C. & Terrell, C. (1998). Poor readers’ ability to detect speech rhythm and perceive rapid speech. British Journal of Developmental Psychology. 16 (3), 397–413.

Copyright © 2019 by the authors, licensee Teacher Education Faculty University of Belgrade, SERBIA. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited.