Doprinos različitih komponenata fonološke svesnosti ranom čitanju

Gordana Čolić; Maja Savić

doi:10.5937/specedreh24-58695

Gordana Čolić Univerzitet u Prištini sa privremenim sedištem u Kosovskoj Mitrovici, Učiteljski fakultet, Prizren – Leposavić, Srbija https://orcid.org/0009-0006-5293-1917
Maja Savić Univerzitet u Beogradu – Filološki fakultet, Beograd, Srbija https://orcid.org/0000-0002-3442-6021

DOI: https://doi.org/10.5937/specedreh24-58695

Ključne reči: fonološka svesnost, fonemska svesnost, rano čitanje, transparentna ortografija, praktične implikacije

Sažetak

Uvod: Fonološka svesnost pokazala se kao jedna od bazičnih sposobnosti na kojoj se temelјi razvoj i sticanje sposobnosti čitanja na različitim jezicima, pa i onima sa transparentnom ortografijom, kao što je srpski. S tim u vezi je i pretpostavka da nedovolјno razvijena fonološka svesnost ograničava razvoj sposobnosti čitanja. Cilj: Cilј rada je da se ispita povezanost različitih komponenata fonološke svesnosti i ranog čitanja kod dece tipičnog razvoja. Metod: Uzorkom je obuhvaćeno 91 dete iz predškolske ustanove i osnovne škole u Beogradu. Deca su testirana dva puta: prvi put u predškolskom periodu, kada su ispitane različite komponente fonološke svesnosti (12 zadataka) i drugi put, na kraju prvog razreda, kada je ispitano čitanje (brzina, tačnost i razumevanje pročitanog). Za ispitivanje fonološke svesnosti korišćeni su zadaci koji su napravljeni po ugledu na test ELLA (Emerging Literacy & Language Assessment), a za ispitivanje čitanja Trodimenzionalni test čitanja. Rezultati: Rezultati kanoničke korelacione analize pokazali su postojanje tri značajne funkcije koje povezuju fonološku svesnost na predškolskom uzrastu sa veštinama čitanja na kraju prvog razreda: prva povezuje razvijene osnovne fonološke sposobnosti (sinteza i segmentacija slogova i fonema, osetljivost na rimu), sa tačnim čitanjem; druga funkcija pokazuje da postoji veza između kompleksnijih fonoloških veština, poput manipulacije fonemama, podele reči i produkcije rime, sa boljim razumevanjem pročitanog i bržim čitanjem, dok treća funkcija ukazuje na vezu između sposobnosti manipulacije fonemama i brzine i tačnosti čitanja. Zaključak: Rezultati istraživanja upućuju na potrebu kreiranja i primene programa kojima bi se podsticao razvoj određenih komponenti fonološke svesnosti u periodu pre formalne obuke čitanja kako bi se unapredilo usvajanje njegovih različitih aspekata i predupredile teškoće u usvajanju procesa čitanja.

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