<p>K&uuml;l&ouml;nb&ouml;ző t&iacute;pus&uacute; sz&ouml;vegek kreat&iacute;v olvas&aacute;s&aacute;nak fejleszt&eacute;se az anyanyelv tan&iacute;t&aacute;s&aacute;ban (Razvijanje sposobnosti kreativnog čitanja različitih tipova tekstova u nastavi maternjeg jezika) tretira metode i procese kojima se razvija čitanje sa razumevanjem (čitalačka pismenost). Ukazuje na to da su preduslov za razumevanje teksta razvijena tehnika čitanja, leksički fond, razumevanje sintagme i rečenice, izvođenje zaključaka, razuđenost teksta, prepoznavanje strukture teksta, unutra&scaron;nja slika (mentalna mapa) tipa teksta, u pisanom tekstu poznavanje vizuelnog upravljanja (forma teksta) i jezičkog upravljanja, retorike, uvažavanje vizuelnog konteksta (slike i ilustracije, tumačenje uzajamno komplementarnih tekstova i slika), prepoznavanje stila (stilskog registra), veći kapacitet radne memorije, monitoring okvirnog znanja (poznavanje sveta), procesa razumevanja itd. U radu se prikazuju oblici ispoljavanja deficita pri razumevanju teksta, a obja&scaron;njavaju se i uzroci.<br />Autorka analizira strategije razvijanja čitalačke pismenosti sa razumevanjem različitih tipova tekstova počev od beletristike (bajki i poezije), preko naučno-popularne literature (udžbenika) do adekvatnog tumačenja multimedijalnih, pa i digitalnih tekstova. Usput spominje kreativno-produktivne vežbe, ilustruje njihovu ulogu, značaj u stvaranju značenja, prikazuje mehanizam za postizanje efekata kod vežbi kreativnog pisanja i bavi se metodikom vaspitavanja čitalaca.<br />U doktorskoj disertaciji, nakon razmatranja teoretsko-metodolo&scaron;ke osnove čitanja sa razumevanjem različitih tipova tekstova, sledi prezentacija rezultata empirijskog istraživanja, kvantitativna i kvalitativna analiza sa matematičko-statističkom obradom podataka. U istraživanju je kori&scaron;ćen test za razumevanje teksta koji nije formalan (standardni), odnosno upitnik o čitalačkim navikama. Uzorak obuhvata 800 učenika: iz naselja u kojima Mađari žive u homogenim sredinama, u rasejanju, odnosno u izolovanim manjim zajednicama.<br />Tokom istraživanja autorka je ispitivala u kojoj meri jezička sredina učenika (Mađari u homogenim naseljima, u rasejanju ili izolovanim zajednicama) utiče na nivo razvoja njihove sposobnosti razumevanja teksta, kao i da li postoji statistički značajna povezanost (pozitivna korelacija) između socijalno-kulturne sredine učenika i nivoa razvoja njihove sposobnosti razumevanja teksta. Istraživanje obuhvata i aspekat postojanja statistički značajne razlike među polovima &scaron;to se tiče sposobnosti kreativnog čitanja i da li ima razlike u procentima re&scaron;enih zadataka vezanih za razne tipove tekstova, odnosno u kojoj meri učinak u razumevanju teksta zavisi od tipa teksta. Tokom kvalitativne analize dobija se odgovor i na to, kako su mediji promenili tradicionalnu strukturu kori&scaron;ćenja slobodnog vremena, odnosno kako se menja profil čitanja po žanrovima i struktura traženog &scaron;tiva.<br />Koristeći metode deskriptivne, istorijske, statističke i teorijske analize doktorska disertacija daje uvid u nivo razvoja učenika 4. razreda osnovne &scaron;kole ‒ na teritorijama gde Mađari žive homogeno, u rasejanju ili u izolovanim zajednicama ‒ &scaron;to se tiče sposobnosti razumevanja teksta, odnosno čitalačkih navika. Disertacija može poslužiti kao osnova za dalja istraživanja, dajući podlogu za komparativne analize.</p> / <p>The doctoral dissertation entitled K&uuml;l&ouml;nb&ouml;ző t&iacute;pus&uacute; sz&ouml;vegek kreat&iacute;v olvas&aacute;s&aacute;nak fejleszt&eacute;se az anyanyelv tan&iacute;t&aacute;s&aacute;ban (English translation: The development of creative reading of texts with a different type in native language teaching) examines the methods, procedures enhancing text comprehending reading. It sheds light on the fact that the condition of text comprehending is the developed reading technique, the vocabulary, syntagm- and sentence understanding, drawing the conclusions, the articulateness of the text, the recognition of text structure, the inner picture of the text type (its mental map), the visual control (the text form) and the lingual control in the written text, the knowledge of the rhetoric, taking into consideration (the interpretation of a text and figure being complementary with each other) the visual context (figures and illustrations), identification of the style (the style register), bigger work memory capacity, the knowledge framework (world knowledge), monitoring the understanding process, etc. Furthermore, it presents the forms of manifestation of the text comprehending deficits, and brings the reasons to light.<br />By analysing the development strategies of comprehending reading of texts with a different type, the author starts from the literary texts (from the tale and the poem), through the educational (course book) texts gets to the adequate interpretation of the multimedia and digital texts. Meanwhile flashes the creative-productive practices by illustrating their role, significance in meaning creation, presents the mode of action of the creative writing practices, and touches upon the methodology of educating for reading.<br />In the doctoral dissertation, the theoretical-methodological establishment of the comprehending reading of different type of texts is followed by the presentation of the results of the empirical research, respectively the quantitative and qualitative analysis of the statistical data. The research was not carried out with the examination of a random sample, it is not a formal (not standard) text comprehending test, and it is based on the questionnaire surveying the reading habits. 800 students belong to the sample: the students living on areas predominantly inhabited by ethnic Hungarian population (compact areas), students living in a diaspora environment, and students from scattered areas.<br />In the course of her research the author examines whether the students&#39; lingual environment (living on areas predominantly inhabited by ethnic Hungarian population, in a diaspora environment, and on scattered areas) influences the development level of text comprehending ability, furthermore whether statistically there exists considerable connection (positive correlation) between the students&#39; sociocultural background and the development level of text comprehending ability. The research also extends to whether, as regard the genders, there can be observed statistically considerable difference regarding the level of creative reading ability, and whether the resolution proportions of the tasks being attached to different type of texts show a difference, namely to what extend does text comprehending performance depend on the text type. In the course of the qualitative analysis we have also got an answer of how did the media modify the traditional structure of free time spending, and how did the aspect of reading change regarding the read genres, the reading structure.<br />By the descriptive, historical, statistical and theoretical analysis, the doctoral dissertation draws a picture ‒ on the areas predominantly inhabited by ethnic Hungarian population (compact areas), the diaspora environment, and on scattered areas ‒ with regard to the primary school fourth grade students, on the development level of text comprehending ability, and maps the reading habits as well. The dissertation may serve as the basis of additional researches, providing the basis for comparative analyses.</p>

Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior kleuters. Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en konkreet-gebonde as analities en abstrak. Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en te globaliseer. Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in environmentally deprived communities. The research group is an Afrikaans speaking Colouredand Griqua community. It is evident that parents in this community reveal certain deficiencies pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in their senior toddlers. Language development and -enrichment is in essence a socially mediated process and exposure to stimulating language experiences enhances comprehension of colloquial usage within the social context. The inadequate linguistic example set by both the family and the community results in inadequate language development and -enrichment and the senior toddlers reveal their impoverished, undifferentiated world of language in deficiencies pertaining to mastery of language, style of language and code of language. The senior toddlers' conceptualization is deficient and in their language usage they are rather descriptive and concrete-bound than analytic and abstract. It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities, and a code of language is not adequately facilitated, because the parents do not know how to derive profit from incidental learning situations and are ignorant pertaining to the creation and utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and fixation.. of certain concepts, while broadening of a code of language refers to the. ability to describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened and expanded code of language is thus the result of regular exposure to a wide range of stimulating experiences. This experiential framework later becomes the toddler's referential framework which he uses to repeat information, to formulate requests, to name objects and to accurately describe events. A broadened and expanded code of language is thus essential for later successful learning, because it enables the learner to analyze, to synthesize and to globalize new information. The implication for the draft of a parental programme is that parents should not .only be accompanied pertaining to the enrichment of their senior toddlers' language development, but that parents in this deprived environment also explicitly be educated to create potential stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)

"A paper submitted to the faculty of the NWC in partial satisfaction of the requirements of the JMO Department." / Title from title screen (viewed June 10, 2008). "February 14, 2005." Faculty advisor: Douglas Hime. "ADA464898"--URL. Includes bibliographical references (p. 24-27).

Hierdie studie fokus op die taalontwikkeling en -verryking van senior kleuters in milieubenadeelde gemeenskappe. Die ondersoekgroep is 'n A:fiikaanssprekende Kleurling- en Griekwagemeenskap. Dit blyk dat die ouers in hierdie gemeenskap sekere leemtes openbaar ten aansien van bulle taalopvoedingsgedrag, wat resulteer in taalervaringsagterstande by die senior kleuters. Taalontwikkeling en -verryking is in wese "a socially mediated process" en blootstelling aan stimulerende taalervaringe bevorder begrip van taalgebruik binne die sosiale konteks. Die ontoereikende taalvoorbeeld binne die gesinne en gemeenskap resulteer in ontoereikende taalontwikkeling en -verwerwing en die senior kleuters openbaar bulle arme, ongedifferensieerde taalwereld in taaltekorte ten opsigte van taalbebeer, taalstyl en taalkode. Die senior kleuters se konsepvorming is gebrekkig en in bulle taalaanwending is bulle eerder beskrywend en konkreet-gebonde as analities en abstrak. Dit blyk dat die ouers nie bulle senior kleuters kognitief toereikend stimuleer nie, en dat uitbreiding van taalkode nie toereikend gefasilieer word nie, omdat die ouers onkundig is omtrent die benutting van toevallige leersituasies, en nie potensiele leergeleenthede skep of ontgin nie. Kognitiewe stimulasie verwys na die vaslegging van sekere konsepte en uitbreiding van taalkode verwys na die vaardigheid om juis daardie konsepte te kan omskryf, verklaar of mee te deel. 'n Uitgebreide taalkode is dus die resultaat van gereelde blootstelling aan 'n wye verskeidenheid stimulerende ervaringe. Hierdie ervaringsraamwerk word later die kleuter se venrysingsraamwerk wat by gebruik om inligting te berhaal, versoeke te formuleer, voorwerpe te benoem en gebeure akkuraat te beskryf 'n Uitgebreide taalkode is dus noodsaaklik vir latere suksesvolle leer, omdat dit die leerder in staat stel om nuwe inligting te analiseer, te sinteseer en te globaliseer. Die implikasie vir die antwerp van 'n ouerprogram is dat die ouers nie net begelei moet word ten aansien van die taalverryking van die senior kleuters nie, maar ook eksplisiet daartoe begelei te word om potensieel-stimulerende leersituasies te skep. / This study focuses on the language development and -enrichment of senior toddlers in environmentally deprived communities. The research group is an Afrikaans speaking Colouredand Griqua community. It is evident that parents in this community reveal certain deficiencies pertaining to their language-teaching behaviour, resulting in linguistic experiential backlogs in their senior toddlers. Language development and -enrichment is in essence a socially mediated process and exposure to stimulating language experiences enhances comprehension of colloquial usage within the social context. The inadequate linguistic example set by both the family and the community results in inadequate language development and -enrichment and the senior toddlers reveal their impoverished, undifferentiated world of language in deficiencies pertaining to mastery of language, style of language and code of language. The senior toddlers' conceptualization is deficient and in their language usage they are rather descriptive and concrete-bound than analytic and abstract. It is evident that the parents do not adequately stimulate their senior toddlers' cognitive abilities, and a code of language is not adequately facilitated, because the parents do not know how to derive profit from incidental learning situations and are ignorant pertaining to the creation and utilization of potential learning opportunities. Stimulation of cognition refers to the mastery and fixation.. of certain concepts, while broadening of a code of language refers to the. ability to describe, to explain, to interpret or to communicate the meaning of these concepts. A broadened and expanded code of language is thus the result of regular exposure to a wide range of stimulating experiences. This experiential framework later becomes the toddler's referential framework which he uses to repeat information, to formulate requests, to name objects and to accurately describe events. A broadened and expanded code of language is thus essential for later successful learning, because it enables the learner to analyze, to synthesize and to globalize new information. The implication for the draft of a parental programme is that parents should not .only be accompanied pertaining to the enrichment of their senior toddlers' language development, but that parents in this deprived environment also explicitly be educated to create potential stimulating learning situations at home. / Psychology of Education / D. Ed. (Sielkudige Opvoedkunde)