Приказ основних података о документу
Odnos između brzine, tačnosti i razumevanja pročitanog kod učenika mlađeg školskog uzrasta
The relationship between speed, accuracy, and reading comprehension in students of younger school age
dc.creator | Banković, Slobodan | |
dc.creator | Čolić, Gordana | |
dc.creator | Brojčin, Branislav | |
dc.date.accessioned | 2022-02-10T13:55:23Z | |
dc.date.available | 2022-02-10T13:55:23Z | |
dc.date.issued | 2021 | |
dc.identifier.issn | 0354-8759 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/4122 | |
dc.description.abstract | Kako bi se izbegli rizici od pojave ozbiljnih problema u kasnijem školovanju kada se od učenika bude očekivalo da čitanje koriste kao sredstvo za samostalno sticanje znanja, procena različitih aspekata čitanja i njihove međusobne povezanosti može doprineti identifikovanju faktora na koje se može usmeriti dodatna podrška. Cilj rada je da se utvrdi veza između tačnosti, brzine i razumevanja pročitanog kod dece mlađeg školskog uzrasta. Uzorkom je obuhvaćeno 40 učenika IV razreda (23 dečaka i 17 devojčica), koji su pohađali osnovnu školu na teritoriji Grada Beograda. Uključeni su samo monolingvalni govornici čiji je maternji jezik srpski. Procena brzine čitanja, broja grešaka i razumevanja pročitanog izvršena je primenom Trodimenzionalnog testa čitanja (Kostić & sar., 1983), tekstom namenjenim deci mlađeg školskog uzrasta. Utvrđena su statistički značajne korelacije između svih ispitivanih parametara čitanja: brzine čitanja i broja grešaka (r= 0,711, p = 0,000), brzine čitanja i razumevanja pročitanog – reprodukovanja činjenica (r = -0,379, p = 0,016) i broja grešaka i reprodukovanja činjenica (r= -0,466, p = 0,002). Iako postoji značajna korelacija među pomenutim aspektima čitanja, procena nijednog pojedinačnog aspekta čitanja ne može da služi kao zamena za sasvim pouzdano zaključivanje o drugim aspektima. Stoga je procena svih pomenutih aspekta zajedno značajna za identifikovanje dece koja mogu imati teškoće u čitanju. | sr |
dc.description.abstract | To avoid the risk of serious problems in later schooling when students are expected to use reading as a means of self-acquisition of knowledge, assessing different aspects of reading and their interrelationships can help identify factors that can be targeted by additional support. The aim of this paper is to determine the relationship between accuracy, speed and reading comprehension in children of younger school age. The sample included 40 fourth grade students (23 boys and 17 girls), who attended primary school in the territory of the City of Belgrade. Only monolingual speakers whose native language is Serbian were included. The assessment of reading speed, number of errors and reading comprehension was performed using the Three-Dimensional Reading Test (Kostić et al., 1983), a text intended for children of younger school age. Statistically significant correlations were found between all examined reading parameters: reading speed and number of errors (r = 0,711, p = 0,000), reading speed and reading comprehension – reproduction of facts (r = -0,379, p = 0,016) and number of errors and fact reproduction (r = -0.466, p = 0,002). Although there is a significant correlation between the mentioned aspects of reading, the assessment of any single aspect of reading cannot serve as a substitute for a completely reliable conclusion about other aspects. Therefore, the assessment of all the mentioned aspects together is important for identifying children who may have reading difficulties. | sr |
dc.language.iso | sr | sr |
dc.publisher | Drustvo defektologa Srbije | sr |
dc.publisher | Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179017/RS// | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | Beogradska defektološka škola | sr |
dc.subject | brzina čitanja | sr |
dc.subject | razumevanje pročitanog | sr |
dc.subject | tačnost čitanja | sr |
dc.subject | učenici | sr |
dc.subject | reading speed | sr |
dc.subject | reading comprehension | sr |
dc.subject | reading accuracy | sr |
dc.subject | students | sr |
dc.title | Odnos između brzine, tačnosti i razumevanja pročitanog kod učenika mlađeg školskog uzrasta | sr |
dc.title | The relationship between speed, accuracy, and reading comprehension in students of younger school age | sr |
dc.type | article | sr |
dc.rights.license | BY-SA | sr |
dc.citation.epage | 32 | |
dc.citation.issue | 3 | |
dc.citation.rank | M51 | |
dc.citation.spage | 21 | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/5705/bitstream_5705.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_4122 | |
dc.type.version | publishedVersion | sr |