Ketvirtaklasių berniukų ir mergaičių skaitymo skirtumai - viena iš lietuvių kalbos didaktikos problemų

LTStraipsnyje nagrinėjama būsimojo pradinių klasių mokytojo pasirengimo problema, berniukų ir mergaičių skaitymo skirtumai. Aptariami 2003 m. nacionalinio IV klasės moksleivių skaitymo įgūdžių tyrimo, kuris buvo atliktas įgyvendinant LR švietimo ir mokslo ministerijos mokyklų tobulinimo programos B komponento „Švietimo kokybės vadybos sistemos sukūrimas“ dalį „Moksleivių pažangos vertinimas“, duomenys. Berniukų ir mergaičių skaitymo gebėjimai aprašomi šiais aspektais: kaip ketvirtaklasiai suvokia grožinį bei informacinį tekstą, koks yra ryšys tarp skaitymo įgūdžių ir motyvacijos bei verbalinės patirties, įgytos kūdikystėje, ankstyvojoje vaikystėje. Įrodoma, kad skirtingų lyčių vaikų skaitymo gebėjimai skirtingi. Tačiau rengiant pradinių klasių mokytoją į šią problemą neatkreipta dėmesio. „Bendrosiose ugdymo programose ir išsilavinimo standartuose“ apie skirtingų lyčių skaitymo skirtumus neužsimenama. Skaitymo tyrimų rezultatai būsimiems mokytojams turėtų būti paskata domėtis berniukų ir mergaičių skaitymo (kartu ir rašymo bei kitų bendrųjų gebėjimų) skirtumais bei atitinkamai organizuoti ugdomąją veiklą mokykloje.

ENFuture primary school teacher's preparation problem - boys' and girls' reading skills differences are discussed in this article. Data on national schoolchildren's reading achievement research is discussed here, too. Boys' and girls' reading habits are discussed in theses aspects: how fourth form schoolchildren apprehend fiction and informative text; what relation is between reading achievement, motivation and verbal experience gained in babyhood and early childhood. But nobody paid attention at this problem neither in Basic Development programs, nor in Development standards. Reading skills research results must be stimulus for future teachers to be interested in boys' and girls' reading skills (not only reading skills but writing skills and other basic habits) differences and accordingly to organise developing activities at school. The goal of the research: to analyze the differences in fourth form boys and girls' reading. The objectives of the research: to reveal the significance of the boys and girls' reading problem; to find out the differences of fourth form boys and girls' reading; to analyze the schoolchildren's capability to read fiction and informative text; to examine the relation between the results of text apprehension and reading motivation. The methodological background of the research is the analysis of psychological and pedagogical literature on sex differences and impact of these differences on learning to read. Methods: pupils' tests, questionnaires and systematical analysis of reading results. The sample of the research: 810 girls and 856 boys participated in 2003 national fourth formers' achievements research. Boys and girls were selected from 117 schools accidentally. During the research respondents were asked to complete tests and questionnaires. Three different tests on Lithuanian were designed.Tests on Lithuanian consisted of two parts: reading and writing. Writing is not analyzed in the article. Pupils' questionnaires included questions about pupils' age, sex, home environment and etc. All the fourth formers completed questionnaires. The questionnaire was aimed to find out the factors, which have impact on the achievements of pupils' native language education. The authors of the article made 2003 national fourth formers' achievements research tests, questionnaires on the Lithuanian language and the subject report. Deductions of the article. Analysis of psychological and pedagogical literature and boys' and girls' reading skills differences exposed is research allow to say that fourth form children reading skills depend on schoolchild sex. Here is a new primary school teachers' preparations problem how and when do we take account of boys' and girls' verbal differences in language development process. Data on reading research shows that fourth formers both, boys and girls, generally understand simple narrative text, but there are some differences between the understanding of the text: 11 % girls interpreted and estimated fiction text better than boys. Both, boys and girls, better analysed and answered the given questions after reading the informative text (12% boys and 15% girls make conclusions in informative text better than in fiction text).