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Reading Literacy of Students with Intellectual Disabilities at the End of the Systematic Literacy Development Period

Čitalačka pismenost učenika sa intelektualnom ometenošću na kraju perioda sistematskog razvoja pismenosti

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Jenko, Nika
Lipec Stopar, Mojca
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Abstract
Developing reading literacy of students with mild intellectual disabilities (hereinafter ID) is one of the more challenging educational issues. These students are usually enrolled in an adapted program with lower educational standards (hereinafter AP LES), which predicts that by the end of the literacy development period the students will have mastered reading techniques to the point of being able to focus primarily on developing reading comprehension. Throughout this research, we were interested in finding out the degree to which this goal was fulfilled in a group of 61 fifth grade students with ID, enrolled in AP LES, at the end of the systematic literacy development period. Using factor analysis, we studied the characteristics of reading literacy in this group of students. Additionally, we compared the results of students with ID with the norms created for students of typical development at the end of their literacy development period (third grade). We can conclude that r...eading efficiency of students with ID at the end of the literacy development period is still based on lower level processes (decoding). Reading issues of students with ID are complex in nature and apply to various factors of reading literacy. Taking the students’ oral reading accuracy into account, we can reach a conclusion that only a smaller percentage of students is capable of reaching the fundamental goal of reading lessons in the given amount of time. Based on our results we will be able to give suggestions on how to plan future reading lessons in AP LES.

Razvoj čitanja kod učenika s lakom intelektualnom ometenošću (IO) predstavlja veliki izazov za njihove nastavnike. U Sloveniji ovi učenici obično pohađaju prilagođeni nastavni program sa nižim obrazovnim standardima, koji predviđa da će učenici do kraja perioda sistematskog podučavanja čitanja savladati tehniku čitanja do nivoa, koji će im omogućiti da se primarno fokusiraju na razumevanje teksta. Cilj istraživanja bio je utvrđivanje u kojoj meri je taj cilj ispunjen u grupi od 61 učenika petog razreda, koji pohađaju prilagođeni program sa nižim obrazovnim standardima, na kraju perioda sistematskog razvoja pismenosti. Pomoću faktorske analize proučavali smo karakteristike čitalačke pismenosti kod ove grupe učenika. Pored toga, uporedili smo rezultate učenika s IO sa normama na kraju perioda sistematskog razvoja pismenosti učenika tipičnog razvoja (treći razred). Zaključeno je, da se efikasnost čitanja učenika s lakom IO na kraju perioda sistematskog razvoja pismenosti i dalje... zasniva na procesima nižeg nivoa (dekodiranje). Teškoće u čitanju učenika s IO su složene i posledica su različitih faktora čitanja. Uzimajući u obzir tačnost usmenog čitanja učenika, zaključeno je, da samo manji procenat učenika postigne očekivani kurikularni standard čitanja. Na osnovu rezultata dato je nekoliko metodičkih i drugih smernica za planiranje nastave čitanja.

Keywords:
reading literacy / literacy development / intellectual disabilities / adapted program with lower educational standards / čitalačka pismenost / razvoj pismenosti / intelektualna ometenost / prilagođeni program sa nižim obrazovnim standardom
Source:
Specijalna edukacija i rehabilitacija, 2020, 19, 1, 1-26
Publisher:
  • Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju

DOI: 10.5937/specedreh19-25040

ISSN: 1452-7367; 2406-1328 (eISSN)

Scopus: 2-s2.0-85087765269
[ Google Scholar ]
URI
https://www.casopis.fasper.bg.ac.rs/
http://rfasper.fasper.bg.ac.rs/handle/123456789/3445
Collections
  • Specijalna edukacija i rehabilitacija
Institution/Community
rFASPER
TY  - JOUR
AU  - Jenko, Nika
AU  - Lipec Stopar, Mojca
PY  - 2020
UR  - https://www.casopis.fasper.bg.ac.rs/
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3445
AB  - Developing reading literacy of students with mild intellectual disabilities (hereinafter
ID) is one of the more challenging educational issues. These students are usually enrolled
in an adapted program with lower educational standards (hereinafter AP LES), which
predicts that by the end of the literacy development period the students will have mastered
reading techniques to the point of being able to focus primarily on developing reading
comprehension. Throughout this research, we were interested in finding out the degree
to which this goal was fulfilled in a group of 61 fifth grade students with ID, enrolled in
AP LES, at the end of the systematic literacy development period. Using factor analysis,
we studied the characteristics of reading literacy in this group of students. Additionally,
we compared the results of students with ID with the norms created for students of
typical development at the end of their literacy development period (third grade). We can
conclude that reading efficiency of students with ID at the end of the literacy development
period is still based on lower level processes (decoding). Reading issues of students with
ID are complex in nature and apply to various factors of reading literacy. Taking the
students’ oral reading accuracy into account, we can reach a conclusion that only a smaller
percentage of students is capable of reaching the fundamental goal of reading lessons in
the given amount of time. Based on our results we will be able to give suggestions on how
to plan future reading lessons in AP LES.
AB  - Razvoj čitanja kod učenika s lakom intelektualnom ometenošću (IO) predstavlja veliki
izazov za njihove nastavnike. U Sloveniji ovi učenici obično pohađaju prilagođeni
nastavni program sa nižim obrazovnim standardima, koji predviđa da će učenici do
kraja perioda sistematskog podučavanja čitanja savladati tehniku čitanja do nivoa, koji
će im omogućiti da se primarno fokusiraju na razumevanje teksta. Cilj istraživanja bio
je utvrđivanje u kojoj meri je taj cilj ispunjen u grupi od 61 učenika petog razreda, koji
pohađaju prilagođeni program sa nižim obrazovnim standardima, na kraju perioda sistematskog razvoja pismenosti. Pomoću faktorske analize proučavali smo karakteristike
čitalačke pismenosti kod ove grupe učenika. Pored toga, uporedili smo rezultate učenika
s IO sa normama na kraju perioda sistematskog razvoja pismenosti učenika tipičnog
razvoja (treći razred). Zaključeno je, da se efikasnost čitanja učenika s lakom IO na
kraju perioda sistematskog razvoja pismenosti i dalje zasniva na procesima nižeg nivoa
(dekodiranje). Teškoće u čitanju učenika s IO su složene i posledica su različitih faktora
čitanja. Uzimajući u obzir tačnost usmenog čitanja učenika, zaključeno je, da samo manji
procenat učenika postigne očekivani kurikularni standard čitanja. Na osnovu rezultata
dato je nekoliko metodičkih i drugih smernica za planiranje nastave čitanja.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Specijalna edukacija i rehabilitacija
T1  - Reading Literacy of Students with Intellectual Disabilities at the End of the Systematic Literacy Development Period
T1  - Čitalačka pismenost učenika sa intelektualnom ometenošću na kraju perioda sistematskog razvoja pismenosti
EP  - 26
IS  - 1
SP  - 1
VL  - 19
DO  - 10.5937/specedreh19-25040
ER  - 
@article{
author = "Jenko, Nika and Lipec Stopar, Mojca",
year = "2020",
abstract = "Developing reading literacy of students with mild intellectual disabilities (hereinafter
ID) is one of the more challenging educational issues. These students are usually enrolled
in an adapted program with lower educational standards (hereinafter AP LES), which
predicts that by the end of the literacy development period the students will have mastered
reading techniques to the point of being able to focus primarily on developing reading
comprehension. Throughout this research, we were interested in finding out the degree
to which this goal was fulfilled in a group of 61 fifth grade students with ID, enrolled in
AP LES, at the end of the systematic literacy development period. Using factor analysis,
we studied the characteristics of reading literacy in this group of students. Additionally,
we compared the results of students with ID with the norms created for students of
typical development at the end of their literacy development period (third grade). We can
conclude that reading efficiency of students with ID at the end of the literacy development
period is still based on lower level processes (decoding). Reading issues of students with
ID are complex in nature and apply to various factors of reading literacy. Taking the
students’ oral reading accuracy into account, we can reach a conclusion that only a smaller
percentage of students is capable of reaching the fundamental goal of reading lessons in
the given amount of time. Based on our results we will be able to give suggestions on how
to plan future reading lessons in AP LES., Razvoj čitanja kod učenika s lakom intelektualnom ometenošću (IO) predstavlja veliki
izazov za njihove nastavnike. U Sloveniji ovi učenici obično pohađaju prilagođeni
nastavni program sa nižim obrazovnim standardima, koji predviđa da će učenici do
kraja perioda sistematskog podučavanja čitanja savladati tehniku čitanja do nivoa, koji
će im omogućiti da se primarno fokusiraju na razumevanje teksta. Cilj istraživanja bio
je utvrđivanje u kojoj meri je taj cilj ispunjen u grupi od 61 učenika petog razreda, koji
pohađaju prilagođeni program sa nižim obrazovnim standardima, na kraju perioda sistematskog razvoja pismenosti. Pomoću faktorske analize proučavali smo karakteristike
čitalačke pismenosti kod ove grupe učenika. Pored toga, uporedili smo rezultate učenika
s IO sa normama na kraju perioda sistematskog razvoja pismenosti učenika tipičnog
razvoja (treći razred). Zaključeno je, da se efikasnost čitanja učenika s lakom IO na
kraju perioda sistematskog razvoja pismenosti i dalje zasniva na procesima nižeg nivoa
(dekodiranje). Teškoće u čitanju učenika s IO su složene i posledica su različitih faktora
čitanja. Uzimajući u obzir tačnost usmenog čitanja učenika, zaključeno je, da samo manji
procenat učenika postigne očekivani kurikularni standard čitanja. Na osnovu rezultata
dato je nekoliko metodičkih i drugih smernica za planiranje nastave čitanja.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Specijalna edukacija i rehabilitacija",
title = "Reading Literacy of Students with Intellectual Disabilities at the End of the Systematic Literacy Development Period, Čitalačka pismenost učenika sa intelektualnom ometenošću na kraju perioda sistematskog razvoja pismenosti",
pages = "26-1",
number = "1",
volume = "19",
doi = "10.5937/specedreh19-25040"
}
Jenko, N.,& Lipec Stopar, M.. (2020). Reading Literacy of Students with Intellectual Disabilities at the End of the Systematic Literacy Development Period. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 19(1), 1-26.
https://doi.org/10.5937/specedreh19-25040
Jenko N, Lipec Stopar M. Reading Literacy of Students with Intellectual Disabilities at the End of the Systematic Literacy Development Period. in Specijalna edukacija i rehabilitacija. 2020;19(1):1-26.
doi:10.5937/specedreh19-25040 .
Jenko, Nika, Lipec Stopar, Mojca, "Reading Literacy of Students with Intellectual Disabilities at the End of the Systematic Literacy Development Period" in Specijalna edukacija i rehabilitacija, 19, no. 1 (2020):1-26,
https://doi.org/10.5937/specedreh19-25040 . .

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