https://doi.org/10.59132/sk/2026/1-2/53-59
Izvleček
Branje je dejavnost, ki nas spremlja od malih nog. V svet pisane besede nas vpeljejo starši in vzgojitelji z branjem pravljic in pesmic. Več kot ima otrok stika s knjigami, večja je verjetnost, da bo branje in z njim povezane dejavnosti vzljubil. Vemo, da je za učenje branja pomembno usklajeno delovanje raznolikih miselnih procesov, in ničkolikokrat se zgodi, da učenje branja predstavlja za otroke hud miselni napor, kar lahko otroka pripelje do tega, da branje zavrača. Naloga odraslih (staršev, vzgojiteljev, učiteljev različnih profilov in knjižničarjev) je, da otrokom pri tem pomagamo in predstavimo branje kot nekaj prijetnega, poučnega in uporabnega in da branje postane pomembna vrednota. Ker nas branje spremlja vse življenje, je pomembno, da to veščino dobro usvojimo in ob knjigah uživamo. Pri tem potrebujemo zgled in primerno spodbudo. Učitelji vsakodnevno poročajo, da opažajo upad interesa za branje, kar vpliva tudi na slabšo tehniko branja in razumevanja prebranega. Glede na opisana dejstva smo na naši šoli oblikovali tim za razvoj bralne pismenosti. Članek predstavlja raznolike primere spodbujanja k branju na OŠ Mokronog. Podrobneje opisuje bralne izzive, ki smo jih za učence pripravili v šolskem letu 2024/25. Namen dodatnih spodbud k branju je bil motivirati učence za branje, raziskovanje knjig in graditi pozitiven odnos do branja.
Abstract
Reading Challenges as a Path to Greater Reading Motivation among Primary School Students
Reading is an activity that accompanies us from early childhood. Parents and pre-school teachers introduce us to the world of the written word by reading fairy tales and poems. The more contact a child has with books, the more likely they are to love reading and related activities. We know that learning to read requires a coordinated functioning of diverse cognitive processes, and it often happens that acquiring reading skills represents a significant mental effort for children, which can lead them to reject reading. The task of adults (parents, pre-school teachers, teachers of various profiles and librarians) is to support children in this process, to present reading as something pleasant, educational and useful, and to ensure that reading becomes an important value for them. Since reading accompanies us throughout life, it is important to develop this skill well and enjoy the books. To achieve this, we need positive role models and an appropriate encouragement. Teachers report on a daily basis that they are noticing a decline in reading interest, which also affects a poor reading technique and reading comprehension. In light of the facts described above, we have established a literacy development team at our school. This article presents various examples of reading promotion at the Mokronog Primary School. It describes in more detail the reading challenges prepared for pupils in the 2024/2025 school year. The purpose of the additional reading initiatives was to motivate pupils to read, explore books, and develop a positive attitude toward reading.