Teksto supratimo gebėjimų ugdymas taikant metakognityvines strategijas

LTStraipsnyje pateikiami eksperimentinio tyrimo, kuriuo buvo siekiama atskleisti, kiek metakognityvinių strategijų naudojimas heterogeninėje bendrojo lavinimo klasėje yra efektyvus ugdant visų klasės mokinių teksto supratimo gebėjimus. Eksperimentas vyko dviejose Šiaulių miesto bendrojo lavinimo mokyklose, jame dalyvavo trys šeštosios klasės (iš viso 75 mokiniai). Kontrolinę grupę sudarė atsitiktinai parinktos keturios klasės (iš viso 113 mokinių) iš trijų Šiaulių miesto bendrojo lavinimo mokyklų. Tyrimo dalyvių teksto supratimo gebėjimai prieš eksperimentą vertinti klausimynu, pagal gautus įverčius mokiniai buvo suskirstyti į tris grupes (geras, vidutinis ir silpnas teksto supratimas). Eksperimente taikyta metakognityvinių skaitymo strategijų mokymo(si) metodika, susidedanti iš dviejų pagrindinių komponentų: apgalvoto ir nuoseklaus strategijų mokymo; strategijų mokymosi iš mokytojo ir geriau skaitančių bendraamžių, turimų strategijų mokymo per interakcijas tarp mokinių. Mokymai vyko du kartus per savaitę skaitinių (literatūros) pamokų metu, kiekvienos strategijos atskleidimui, modeliavimui ir mokymuisi buvo skiriama po 2-4 pamokas. Po eksperimento atliktas pakartotinis teksto supratimo įvertinimas. Nustatyta, kad metakognityvinių strategijų mokymasis heterogeninėje klasėje pozityviai veikia silpnais ir vidutiniais teksto supratimo gebėjimais pasižyminčių mokinių gebėjimą suprasti ir įsiminti teksto faktus ir informaciją. Gerai tekstą suprantančių mokinių gebėjimai pakito nereikšmingai. Metakognityvinių strategijų mokymasis ne visas teksto supratimo savybes keičia vienodai: reikšmingi pokyčiai susiję su teksto faktų supratimu ir įsiminimu.Reikšminiai žodžiai: Metakognityvinės strategijos; Heterogeninė klasė; Teksto supratimas; Metacognitive strategies; Heterogeneous classroom; Reading comprehension; Metagonityvinės strategijos.

ENThe article deals with the reading comprehension of students of Year 6 of a mainstream school as a universal basic skills development problem with regard to challenges of a heterogeneous (in terms of educational needs) classroom to the didactic process. The author is trying to answer the question how efficient teaching metacognitive reading strategies is in the context of a classical educational paradigm in developing reading comprehension abilities in a heterogeneous classroom, especially teaching students with various degrees of learning difficulties. Research subject is metacognitive reading strategies. Research object is the development of reading comprehension skills. Research aim is to evaluate the efficiency of teaching/learning metacognitive reading strategies while developing reading comprehension skills in a mainstream school under the conditions of a heterogeneous classroom. Research methods: educational experiment, nonstructurised interview with teachers and students, content analysis of the free observation results were employed to check the efficiency of the designed methodology; cluster analysis was employed to classify students’ reading comprehension skills, while testing was used to record changes in the reading comprehension skills. Research sample and procedures. The experiment was carried out in two mainstream schools of the city of Šiauliai between January and May 2006. Three classes participated in it. Control groups (4 classes from 3 mainstream schools of Šiauliai) were chosen at random in the sense that no concrete requirements were set either for achievements or for abilities. 75 students were in experimental classes, and 113 were in control classes.Generalisation and discussion The metacognitive strategies teaching/learning methodology and the experiment revealed that learning metacognitive strategies is linked with a substantial improvement in average and weak reading comprehension skills of the students in the experimental group to understand and memorise facts presented in the text. Changes in the control group are ambiguous: the ability to understand the facts of the text increased for the students with good reading comprehension skills; however, their ability to link facts and arrive at simple conclusions on the basis of this decreased. The ability of the students with poor reading comprehension skills to generalise the whole text also decreased (no such tendency was noticed in experimental group). Learning metacognitive strategies is not equally efficient in teaching students with good and poor reading comprehension skills: the improvement of reading comprehension skills of students with good skills wasn’t considerable. However, subjective evaluation of the teacher after the experiment was much more positive in respect of all students. Metacognitive strategies do not affect all text comprehension aspects in the same way: important changes are linked with understanding and memorising the facts of the text. The impact on the ability to link information and to generalise the whole text wasn’t noticed. The process and outcomes of teaching/learning strategies in a heterogeneous classroom that revealed inconsistent changes in reading comprehension skills point to the necessity of developing and individualisation of the methodology. It is clear that learning/teaching these strategies is more important to students who have some learning difficulties and reading comprehension problems.It can be assumed that students with good reading and text comprehension skills have their own strategies allowing efficient learning, that is why additional interventions may not produce positive results. [...] The results of the experiment could also be determined by the fact that, as Kolić-Vehovec, Bajšanski (2006) point out, developing metacognitive consciousness takes time and opportunities for the practical application of strategies, while the experiment was relatively short (5 months), without any extra classes or lessons. The results of testing allow distinguishing certain tendencies in reading comprehension skills; however, the question about the influence of testing itself on the results always remains open. Garner and Alexander (1989) state that testing can have a negative influence on the students who were taught to use metacognitive reading strategies. One of the reasons is a highly limited time for testing, while application of the strategy before it becomes automatic takes time. Besides, strategy teaching programs are usually short; students have difficulties in applying new reading strategies, while in the critical, stressful situation of the test they can turn back to the habitual style of reading. Problems may also arise because the students are not particularly taught the transferability of skills: they are taught to use them for reading in class but not for tests. All this can influence the test outcomes and produce a false picture of the efficiency of learning strategies. [From the publication]