Izvleček
Prispevek obravnava pomen krepitve bralne pismenosti kot ene ključnih kompetenc za uspešno izobraževanje in vključevanje v družbo, s posebnim poudarkom na 3. razredu osnovne šole. Namen članka je predstaviti primer dobre prakse iz Osnovne šole Polje, kjer so v šolskem letu 2024/2025 izvedli projekt Bralne mravljice. Cilj projekta je bil dodatno razvijati bralne spretnosti šibkejših učencev, ki so bili na podlagi diagnostičnega preizkusa OSBZ prepoznani kot manj uspešni pri branju. Projekt je vključeval sistematično delo v manjših skupinah, redno spremljanje napredka in uporabo raznolikih metod, kot so multisenzorno učenje, gibanje ter individualizirane vaje za razvoj fonološkega zavedanja, tekočnosti in razumevanja besedil. Poseben poudarek je bil na glasnem branju, dopolnjevanju povedi, povezovanju besedil in razvijanju besedišča. Rezultati končnega testiranja so pokazali izboljšanje tekočnosti branja, razumevanja ter večjo motivacijo učencev za branje. Učitelji in razredničarke so opazili večjo samozavest pri delu z besedilom, učenci pa so poročali o večjem zadovoljstvu in pripravljenosti za branje. Projekt se je izkazal kot uspešen in primeren model za nadaljnjo uporabo, saj združuje teoretična izhodišča opismenjevanja z inovativnimi pedagoškimi pristopi.
Reading Bees – Strengthening Reading and Reading Literacy in the Third Grade of Primary School
The article discusses the importance of strengthening reading literacy as one of the key competences for successful education and social integration, with a special emphasis on the third grade of primary school. The purpose of the article is to present a good practice example from the Primary School Polje, where a project called Reading Bees (sl. Bralne mravljice) was implemented in the school year 2024/2025. The goal of the project was to apply additional efforts to the development of reading skills in students who showed weaker reading skills based on the performed assessment of reading skills. The project included systematic work in smaller groups, regular progress monitoring and use of various methods, such as multisensory learning, movement and individualized exercises for developing phonological awareness, fluency and text comprehension. A particular emphasis was on reading aloud, completing sentences, connecting texts and developing vocabulary. The final assessment results showed improvements in students’ reading fluency and comprehension as well as a greater reading motivation. Teachers and class teachers noticed that students were more confident when working with the text, while the students reported a greater satisfaction and willingness to read. The project has proved as a successful and suitable model for further use, combining theoretical literacy premises and innovative pedagogical approaches.