Pradinių klasių mokinių ir jų mokytojų požiūris į informacinio teksto skaitymo sunkumus

LTStraipsnyje lyginamas pradinių klasių mokytojų ir IV klasės mokinių požiūris į informacinio teksto mokymo(si) sunkumus. Apibendrinant keturių tyrimų rezultatus konstatuojama, kad mokinių ir jų mokytojų požiūris tik iš dalies sutampa. Abi tiriamųjų grupės pripažįsta mokiniams kylančius sunkumus atrenkant esminius ir antraeilius teksto elementus. Kitus sunkumus mokytojai sieja su pirminiu teksto skaitymu ir suvokimu, o mokiniai - su gilesne teksto analize. [Iš leidinio]Reikšminiai žodžiai: Informacinio teksto skaitymo mokymas; Mokinių požiūris; Mokytojų požiūris; Pradinis ugdymas; Skaitymo sunkumai; Information text reading training; Primary education; Reading difficulties; Students' attitudes; Teachers' attitudes.

ENInternational research shows that the 4th grade students in Lithuania does poorer at reading informational texts than literary fiction and repeated research shows that these achievements are still getting worse. The hypothesis is that students and teachers of primary school differently assess the difficulties of teaching and learning to read informational texts and it hinders to overcome these problems. The attitude of primary school pupils and their teachers towards teaching and learning to read informational texts is compared by summarizing four different researches. The study aims to identify the problem for further research and this article presents the main results of the research. It is claimed that the majority of primary school teachers and the 4th grade students admit that they experience difficulties in teaching and learning to read informational texts. In fact, 28 % primary school teachers and 20 % 4th grade students claim that they do not experience such difficulties. Primary school teachers think that most problems are caused by initial reading of informational texts and comprehension. The attitude of primary school teachers towards difficulties in teaching to read informational text is passive: the majority of teachers associate the occurring problems with circumstances which do not depend on them (with insufficient skills of students or characteristics of students age group), rather than methodological difficulties, i.e. their ability or the lack of competence.The fourth-grade students claim that most difficulties are caused by retelling the informational text in their own words, the separation of major and minor items and the selection of necessary information. It is stated that primary school teachers and 4th grade students attitude towards difficulties in teaching and learning informational texts overlap: both research groups agree that students have problems with selection of essential and secondary elements of non-fiction text, but other difficulties arising teachers tend to relate to primary reading and comprehension of text, while students associate it with the text recovery and its deeper analysis. [From the publication]