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RANA PISMENOST - VRIJEDNOST PROCJENE. (Catalan)

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  • Author(s): LENČEK, MIRJANA; UŽAREVIĆ, MARTINA
  • Source:
    Croatian Review of Rehabilitation Research / Hrvatska Revija za Rehabilitacijska Istrazivanja; 12/1/2016, Vol. 52 Issue 2, p42-59, 18p
  • Additional Information
    • Alternate Title:
      EARLY LITERACY: THE VALUE OF ASSESSMENT. (English)
    • Abstract:
      Early literacy studies put varying emphasis on the contribution of different components - such as phonological awareness, letter recognition, print concept, spoken language skills, vocabulary knowledge, narrative ability, handwriting, and other predictors - to subsequent achievements in reading and writing as well as overall academic development. In Croatia, there is a lack of systematic research that would longitudinally track the development of these literacy predictor skills and abilities and a scarcity of clear educational preschool curricula that would support these skills crucial for later formal literacy. Data in the current pilot study was obtained from three- and four-year-old children attending kindergarten using the Early Literacy Assessment questionnaire and the Phonological Awareness and Letter-Naming subtests of the PredČip test, which gathers information regarding the early literacy-skill levels of these children. As expected, the results indicate that older children show more knowledge regarding the concept of print, are more successful on phonological awareness and letter-naming tasks, and exhibit better graphomotor skills. No statistically significant differences between the three- and four-year-olds were found on the group variable emerging reading and writing, which is based on the recognition of features of the written word and prewriting skills. The obtained results were compared with expected achievement and norms in other languages and writing systems to support efforts to establish early literacy assessment criteria and best-practice teaching methods. The components of early literacy that were used in this study - i.e., the print concept, emergent literacy, fine motor skills, phonological awareness, and letter naming - can serve as starting point for screening children who are at risk of developing reading and writing difficulties or dyslexia. Specific findings in the assessed areas that indicate low scores or deviations could be used for the development of intervention programs, for which qualitative analysis of the findings would be necessary. Such qualitative analysis showed that task difficulty or success in various tasks is different for three-year-olds than for four-year-olds. This might imply that there is a nonlinear development of assessed skills, possibly stemming from differing development conditions or from the fact that some skills are formally taught more often than others. Another study, with a greater number of participants and using assessment materials with analyzed psychometric properties, might provide additional insights into early literacy development. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Istraživanja rane pismenosti različito određuju doprinos fonološke svjesnosti, poznavanja slova, koncepta o tisku, govornog jezika, rječnika, narativnih sposobnosti, rukopisnih vještina i drugih predviđatelja za kasniji uspjeh u čitanju, pisanju, ali i akademskom napredovanju u cjelini. U Hrvatskoj nema sustavnijih istraživanja i praćenja razvoja ovih pokazatelja kao niti točno definiranih kurikuluma predškolskog odgoja i obrazovanja koji bi osigurali poučavanje znanjima neophodnima za kasniju formalnu pismenost. Pilot ispitivanjem trogodišnje i četverogodišnje djece (koja pohađaju vrtićke programe) uporabom materijala koji je sadržavao Upitnik za procjenu rane pismenosti i podtestove PredČip testa Fonološka svjesnost i Imenovanje slova, prikupljeni su podaci o razini rane pismenosti ispitane djece. Dobiveni rezultati pokazuju da, sukladno očekivanjima, djeca starije kronološke dobi imaju više znanja o konceptu tiska, uspješnija su na zadacima fonološke svjesnosti i imenovanja slova te imaju bolje grafomotoričke vještine. Nisu pronađene statistički značajne razlike između trogodišnjaka i četverogodišnjaku na skupnoj varijabli Izranjajuće čitanje i pisanje, a koja se temelji na prepoznavanju obilježja pisane riječi i predvještinama pisanja. Postignuća ispitane djece uspoređena su i s očekivanim rezultatima i normama unutar drugih jezika i pisama kako bi se potakla nastojanja za promišljanjem kriterija i načina poučavanja rane pismenosti. Istraživanje pokazuje da ispitani segmenti rane pismenosti - koncept o tisku, izranjajuća pismenost, precrtavanje, fonološka svjesnost i imenovanje slova mogu biti osnova za prepoznavanje djece rizične za nastanak teškoća u čitanju i pisanju i djece s disleksijom. Rezultati pojedinaca prikupljeni prema navedenim segmentima rane pismenosti mogu, u slučajevima niskih postignuća ili odstupanja, biti osnova za izradu intervencijskih programa, a za što su potrebne i kvalitativne analize rezultata. Kvalitativna analiza rezultata prema dobnoj pripadnosti pokazala je da slijed težina, odnosno uspješnosti u rješavanju zadataka nije posve jednak kod trogodišnjaka u odnosu na četverogodišnjake. To upućuje na mogućnost da postoji dobno neujednačeni razvoj ispitanih vještina bilo iz razloga drugačijih uvjeta sazrijevanja ili značajnijeg udjela poučavanja za neku određenu vještinu. Veći uzorak ispitanika i provjerene mjerne karakteristike materijala mogle bi osigurati bolji uvid u ranu pismenost. [ABSTRACT FROM AUTHOR]
    • Abstract:
      Copyright of Croatian Review of Rehabilitation Research / Hrvatska Revija za Rehabilitacijska Istrazivanja is the property of Croatian Review of Rehabilitation Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)