Nežymiai protiškai atsilikusių 8-10 klasių mokinių savarankiško skaitymo ypatumai

LTVienas 2004-ųjų metų paskelbimo kalbos ir knygos metais tikslų- siekimas atkreipti dėmesį į mažėjantį knygos vaidmenį visuomenės, ypač jaunosios kartos, gyvenime. Pedagoginėje spaudoje svarstomi įvairūs šios problemos aspektai, miestuose ir rajonuose vyksta kultūros ir švietimo įstaigų organizuojami literatūriniai renginiai (knygų pristatymai, susitikimai su rašytojais). Tokios veiklos tikslas - skatinti informacinių technologijų, reginių menų prisotintą visuomenę atsigręžti į literatūrą kaip žodžio meną, turintį nepakartojamą, niekuo nepakeičiamą poveikį asmenybei tobulėti. Šis straipsnis yra publikacijos, paskelbtos žurnalo „Specialusis ugdymas" 2003-iųjų metų pirmajame numeryje, tąsa. Jame analizuojamas nežymiai protiškai atsilikusių 8-10 klasių mokinių požiūris į skaitymą, nagrinėjama šios specialiųjų poreikių vaikų grupės knygos savarankiškam skaitymui pasirinkimo veiksniai, tematika, motyvai, sunkumai, kylantys skaitymo procese. Aukštesniųjų klasių mokinių tyrimo duomenys lyginami su duomenimis, gautais 5-7 klasėse. [Iš leidinio]

ENThe journal "Special Education" (vol. 1, 2003) presented the results of investigation of independent reading of pupils with mild intellectual impairments in 5-7 forms. The investigation was continued in senior (8-10) forms. There participated 285 pupils in the investigation who studied in 22 special schools and 26 mainstream schools where there had been integrated intellectually disabled students. In order to find out various problems concerning independent reading there had been used the same methods as in the previous investigation: questionnaires, oral interviews, observation of educational process, individual communication with pupils, teachers, librarians. The results of investigation in senior forms revealed some positive steps: reading skills of students have improved, understanding of the text became better, reading motivation became more sensible, independent choice of books has increased and factors of choice became partly different. At the same time a very big differentiation of pupils has been observed which could hardly been noticed in 5-7 forms. Hence two different groups became quite distinct: reading pupils and not reading pupils. Having estimated the results of the investigation we could state that majority of senior pupils (about 92%) were interested in books very little. Reading occupies one of the last places among the things preferred for leisure. Those pupils have very poor literary knowledge. Some of them are not able to say a single title, they do not remember any names of the writers. Others are mixing them or distorting, their evaluation of books is very infantile.Only about 8% of pupils with mild intellectual disabilities are fond of reading, can name several books and their authors, can tell their opinion about what they had read. In most cases they are students who learn fairly well. Good reading skills, knowing literature help them to get a broader outlook and to deal with the problems they have to face during their studies. The investigation revealed some shortcomings of literary education in senior forms. Little attention is being paid to reading skills, text analysis and formation of reading interests during the lessons of the Lithuanian language. Home-reading is usually very formal: home-reading lessons are not always regular, literary activities after the lessons are organized quite seldom. [From the publication]