Brzina čitanja, broj grešaka i razumevanje pročitanog kod dece sa disgrafičnim rukopisom

Abstract

Disgrafija je prema Golubović (2000, 2011) specifična smetnja u razvoju i sticanju sposobnosti pisanja i pored postojanja normalne inteligencije, dobrog vida i sluha, sistematske obuke, adekvatne motivacije i ostalih povoljnih edukativnih, psiholoških i socijalnih uslova. Cilj ovog istraživanja bio je da se proceni brzina čitanja, broj grešaka i razumevanje pročitanog kod dece sa disgrafičnim rukopisom koja pohadjaju treći i četvrti razred Osnovne škole “Vladimir Nazor” u Podgorici. Istraživanjem je obuhvaćeno 102 dece i od toga 47 dečaka i 55 devojčica. Za procenu disgrafičnosti rukopisa korišćen je Test za disgrafičnost rukopisa ( Ćordić& Bojanin, 1996), a Trodimenzionalni test čitanja (Kostić, Dj., Vladisavljević, S., Popović, M., 1983) koji predstavlja adaptaciju standardizovanog testa Helene Sax, korišćen je da se proceni brzina čitanja, broj grešaka i razumevanje pročitanog. Dobijeni rezultati pokazuju da se disgrafičan rukopis javlja kod 17 ( 17,3%) dece, da je disgrafija češća kod dečaka u odnosu na devojčice, kao i da se grafomotorna disgrafija javlja kod 9 dece (53%), dok se jezička javlja kod 4 dece (23%). Deca sa disgrafičnim rukopisom duže čitaju, prave više grešaka i delimično razumeju tekst.

Dysgraphia is, according to Golubović (2000, 2011) , specific difficulty in development and acquiring skills of writing in spite of normal intelligence, good eyesight and hearing, systemic training, adequate motivation and other convenient educational, psychological and social conditions. The purpose of this research was to estimate the speed of reading, number of mistakes and understanding of what was being read with kids with dysgraphic handwriting that are in third and fourth grade of middle school “Vladimir Nazor” in Podgorica. Research involved 102 kids- 47 boys and 55 girls. For the evaluation of dysgraphic handwriting, Test for dysgraphic handwriting (Ćordić & Bojanin, 1996) was being used, and Three-dimensional test of reading (Kostić, Dj., Vladisavljević, S., Popović, M., 1983), which represents the adaptation of standardized Helen Sax’s test, was being used to estimate the speed of reading, number of mistakes and understanding of what was being read. Obtained results show that dysgraphic handwriting is present in 17 (17,3%) kids, that dysgraphia occurs more often with boys than girls, and that graphomotor dysgraphia is present in 9 kids (53%), and linguistic dysgraphia is present in 4 kids (23%). Kids with dysgraphic handwriting read longer, make more mistakes and understand the text partially.