Nežymiai protiškai atsilikusių 5-7 klasių mokinių savarankiško skaitymo ypatumai

LTStraipsnyje, remiantis įvairių autorių tyrimų duomenimis, apibūdinama knygos vaidmens mažėjimo visuomenės gyvenime problema, nurodomos to priežastys, iš kurių svarbiausios: išaugęs informacinių technologijų bei reginių menų vaidmuo, neskaitančios šeimos įtaka, ne visada tinkama mokymo skaityti metodika. Aptariami kai kurie šios problemos sprendimo būdai bei veiksniai, galintys skatinti knygos pomėgį. Pateikiami ir analizuojami 2002 m. nežymiai protiškai atsilikusių 5-7 klasių mokinių savarankiško skaitymo tyrimo duomenys. Nagrinėjama šios specialiųjų poreikių vaikų grupės skaitymo tematika, motyvai, literatūrinės žinios, sunkumai, kylantys savarankiško skaitymo procese. Akcentuojama lietuvių kalbos pamokų bei užklasinio skaitymo reikšmė ugdant interesą grožinei literatūrai. [Iš leidinio]

ENRecent investigations in Lithuania and other countries show a distinct decline of the book's prestige in public life which had been decided by the increasing role of information technologies and various shows. The level of literary artistic taste is getting lower and reading motivation is getting narrower. There are attempts to solve the problem by changing teaching strategics, adapting some literary pieces or showing them on the screen. However all those means can only partly arouse interest in literature, making it poorer at the same time. Reading helps to fill the knowledge gaps of SEN children (especially with intellectual disabilities) and influences their individual development. The goal of our investigation was to find out the peculiarities of independent reading of pupils with mild mental disabilities in 5-7 forms. There participated 349 pupils from 20 special schools and 17 mainstream schools where there are integrated children with mild mental disabilities. They were interviewed and given questionnaired. The educational process was observed, there were conversations with pupils, teachers, school librarians. Quantitative and qualitative analysis of results showed that children read seldom during their free time and it was not their favorite occupation. The main reading motives are utilitarian-practical. Though in 5-7 forms the importance of cognitive motivations increases most often they arc perceived superficially not getting an important factor in the development of a personality. What concerns the themes and genies of reading, the attitude to the books and their heroes, the research data revealed very poor literary knowledge of teenagers with mild mental disabilities. External factors for choosing a book are dominant, the knowledge about the literary works and their authors is most fragmentary and the attitude to literary heroes is most often primitive and even infantile.The pupils experience many problems reading independently. Frequently they can't concentrate, they feel tension and become tired soon. SEN teenagers should be encouraged to read during the Lithuanian language lessons (improving reading skills, getting used to grasp the ideas of the text) and during out-of-class activities (looking for new forms of encouragement and reading control basing them on the positive attitude to reading, arranging book presentations, meetings with the writers, using creative methods rather than formal assessment according to the number of books the pupil had read). [From the publication]