Komunikacijos apie vaikų literatūrą poveikis pradinių klasių mokinių skaitymui laisvalaikiu

LTStraipsnyje analizuojama pradinių klasių mokinių skaitymo laisvalaikiu problema. Pristatomas trečios klasės mokinių skaitymo laisvalaikiu skatinimo tyrimas, kuriame dalyvavo 22 mokiniai, aptariami pagrindiniai šio tyrimo rezultatai. Remiantis netiesioginio stebėjimo duomenų analize daroma išvada, jog komunikacijos skatinimu pagrįstos ugdomosios veiklos padarė teigiamą poveikį tyrime dalyvavusių mokinių skaitymui laisvalaikiu: paskatino nuoseklesnį mokinių skaitymą laisvalaikiu ir komunikaciją su šeimos nariais apie perskaitytus dalykus. Didžiausią poveikį ugdomoji veikla padarė mažai skaitančių mokinių elgesiui.

ENThis article discusses the influence of communication about childrens literature on primary school students' leisure time reading. Previous research. Leisure time reading is a significant factor in the development of primary school students' reading skills (Teaching reading in Europe, 2011,129). A lot of capabilities, such as text comprehension, grammatical skills, personal vocabulary, and self-confidence as a reader, are developed while reading (Clark, Rumbold, 2006, 114). Children who read during their free time consider themselves as a part of readers community, i.e. they value the connection with people who like to spend their time reading (Strommen, Mates, 2004). Parents, teachers and friends can influence childrens reading habits by showing that reading is a pleasant activity (Sheldrick-Ross, McKechnie & Rothbauer, 2005). There is a great concern about low pupils reading achievements in Lithuania. Reading achievements' analysis showed that presentation and discussion of home reading do not have the expected influence on 4th-graders achievements (Review Studies of National Pupils' Achievements, 2012). Research in Germany showed that childrens need to talk about books they have read with parents, siblings, teachers, and friends is not met. That is why it is crucial to motivate students to read by giving conditions to communicate about children's literature in school. Such communication is extensive and is based not only on various developmental activities, modern children's literature, but also movies, theatre plays, and readers development differentiation by sex (Richter, 2007; 2010; 2013). In Lithuania when researching children's leisure time reading in most cases students', their techers' or parents’ point of view is studied. We argue that it does not always depict the reality. Inaccuracies are especially common when the primary school students are considered.To study the real primary school students' condition of leisure time reading authors of this article chose the method of indirect observation. The object of research - reader's development in primary school grades. The aim of the study - to examine the effect of communication's about childrens literature enhacement on 3rd grade students' leisure time reading's. Goals of the study: 1. To describe the patterns of 3rd grade students leisure time reading activities, i.e. the duration and timing of reading and who they communicate about what they have read with. 2. To describe the educational activities' that motivate students to communicate about reading effect on leisure time reading. Methods: indirect observation, comparative data analysis. Instrument: protocols of indirect observation. Students and their parents were asked to observe child's leisure time reading for a week and to fill the protocol, which contained questions about reading scope, intensity, reading and communication partners. After educational activities were applied and introduced the same research methods were repeated. Participants: 22 3rd grade students. Study was conducted in march and april of 2015 in Kaunas primary school. Study goals and methods were introduced to school's principal and the teacher of the 3rd grade students. The research was conducted following the principles of freewill and confidentiality, all of the 3rd grade students and their parents gave consents to participate.Conclusions. 1. Protocol analysis showed that participants of this study do their leisure time reading mostly during workdays, especially Thursday. Students who participated in this study usually read once a day, 1 to 6 p.m. and read more than 20 minutes. They read alone and do not talk about what they have read with anyone. 2. Result analysis showed that motivating students to communicate about their reading had positive effect on 3rd grade students' leisure time reading. Participants of this study spent more time reading not only on workdays, but also in the weekend. After educational activities on motivating students to communicate about reading participants read once a day from 1 to 6 p.m. no more than 20 minutes by themselves and talked about what they have read with their family members. 3. The encouragement of communication about childrens literature had positive effect on participants leisure time reading: enhanced students' reading and communication about what they have read to their family members. Educational activities had relatively little effect on reading scope and duration of reading session, but increased the number of students who read on the weekend. Educational activities had the biggest effect on those students who read rarely.