Izvleček
Prispevek povzema doktorsko dizertacijo, v kateri smo raziskovali, kako v slovenskih šolah poteka opismenjevanje v prvem, drugem in tretjem razredu ter kakšno bralno pismenost dosegajo učenci. Za učence so ob koncu tretjega razreda sestavili starostni stopnji prilagojen test bralne pismenosti. Vzorec je vključeval 69 učiteljev in 929 učencev. Z bralnim testom so ugotovili, da učenci konec tretjega razreda osnovne šole v povprečju dosegajo le 59,3 % možnih točk in le 2,9 % učencev na bralnem testu dosega več kot 90-odstotni uspeh, kar so rezultati, s katerimi nikakor ne moremo biti zadovoljni. Oblikovali so navodila za učitelje, kako se lahko izboljša bralno pismenost učencev. Rezultati raziskave se lahko uporabijo pri organizaciji šolskega sistema in v različnih kontekstih izobraževanj za strokovne delavce.
Abstract
Primary Teacher‘s Role in Learning to Read Process and Reading Literacy Development
This paper summarises a doctoral dissertation on literacy development in Slovenian schools in the first, second and third grades and the literacy levels among students. We designed an age-appropriate literacy test for pupils at the end of the third grade. The sample included 69 teachers and 929 pupils. The reading test showed that, on average, pupils at the end of the third grade of primary school score only 59.3% of the possible points and only 2.9% of pupils score above 90% on the reading test, which cannot be considered satisfactory. We have created instructions for teachers and parents on how to improve children‘s reading literacy. These results can be used in the organisation of the educational system and various types of training for educators and parents.