Metodikas izstrāde lasītprasmes novērtēšanai
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Latvijas Universitāte
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Abstract
Maģistra darbs uzrakstīts latviešu valodā, datorsalikumā uz 43 lpp., tas satur 21 attēlu, 8 tabulas, 1 pielikumu un 30 literatūras atsauces.
Darba mērķis: izstrādāt metodiku lasītprasmes testu pielietojumam un rezultātu interpretācijai.
Pētījuma dalībnieki: pētījumā piedalījās 2455 bērni vecumā no 7 līdz 18 gadiem.
Metode: pielietojot izvēlētos lasītprasmes testus, veikti mērījumi, datu statistiskā analīze rezultātu interpretācijas kritēriju izstrādei.
Hipotēze: ar lasītprasmes novērtēšanas testiem ir iespējams pilnīgāk raksturot lasīšanas grūtības salīdzinājumā ar lasīšanas ātruma testu.
Rezultāti: ar 95% ticamību lasīšanas ātruma un lasītprasmes testu rezultātu saistību apraksta šāds vienādojums LĀ=-3,6V-0,7N-1Ā+0,0014R+173.
Secinājumi: 10% skolas vecuma bērnu ir lasīšanas grūtības.
Atslēgas vārdi: Lasīšanas ātrums, vārdu atpazīšana, nevārdu kodēšana, DEM, RAN, „izlecējdati”.
Master thesis is written in Latvian, in computer typeset on 43 pages. It contains 21 figure, 8 tables, and 1 appendix. There are 30 references to literature sources. Aim: To develop a methodology for application of reading skill tests and interpretation of the results. Subjects: 2455 subjects (age 7-18 years old) participated in the experiment. Method: Reading skill tests were applied data were evaluated by chosen reading skill tests and whereas criterions were determined by statistical analysis. Hypothesis: By using the reading skill tests, it is possible to characterize reading difficulties more detailed. Results: With 95% confidential level reading speed and reading skill tests can be explained by equation LĀ=-3,6V-0,7N-1Ā+0,0014R+173. Conclusions: 10% of all the children have reading difficulties. Keywords: Reading speed, words recognition, nonword decoding, RAN, DEM, outlier.
Master thesis is written in Latvian, in computer typeset on 43 pages. It contains 21 figure, 8 tables, and 1 appendix. There are 30 references to literature sources. Aim: To develop a methodology for application of reading skill tests and interpretation of the results. Subjects: 2455 subjects (age 7-18 years old) participated in the experiment. Method: Reading skill tests were applied data were evaluated by chosen reading skill tests and whereas criterions were determined by statistical analysis. Hypothesis: By using the reading skill tests, it is possible to characterize reading difficulties more detailed. Results: With 95% confidential level reading speed and reading skill tests can be explained by equation LĀ=-3,6V-0,7N-1Ā+0,0014R+173. Conclusions: 10% of all the children have reading difficulties. Keywords: Reading speed, words recognition, nonword decoding, RAN, DEM, outlier.