Reading Aloud and Interpretative Reading in Class/Čitanje naglas i interpretativno čitanje u razredu

Normal.dotm 0 0 1 189 1155 University of Iowa 17 3 1400 12.0 0 false 18 pt 18 pt 0 0 false false false Normal.dotm 0 0 1 389 2373 University of Iowa 35 6 2878 12.0 0 false 18 pt 18 pt 0 0 false false false Abstract This work examines the place and importance of reading aloud in class in the framework of teaching reading skills and reading strategies. Reading aloud develops motivation for reading and improves reading fluency. Listening to and practising interpretative reading stimulate children's emotional and cognitive development, facilitate the understanding and memory of the content, and contribute to reading literacy. The aim of this paper is to examine how much time teachers devote to reading aloud in the class, how they coordinate it with reading strategies before, during and after the reading, how well teachers have learned interpretative reading and how often they use literature audio recordings. The results show that the majority of teachers (91.3%) often, i.e., one to three times a week, read aloud in class, and that the majority of teachers (80.6%) encourage pupils to read often in the classroom. The use of strategies before reading aloud is insufficient (29.6%), and literature audio recordings in teaching are used infrequently, especially by teachers with less experience, of whom one third never use them. The work suggests that in teacher interpretative reading special attention should be paid to affectivity. The paper hopes to encourage reading aloud in class by teachers, pupils and parents, as well as the use of literature audio recordings. Key words: interpretative reading; literature audio recordings; read-aloud in class; reading literacy; reading strategies. --- Sažetak  Ovaj rad u okviru poucavanja vjestina i strategija citanja istice važnost citanja naglas u razredu. Citanje naglas razvija motivaciju i stvara zadovoljstvo pri citanju te unapređuje glatkocu citanja. Ciljevi su ovoga rada istražiti koliko se vremena i pozornosti posvecuje citanju naglas u razrednoj nastavi, kako se usklađuje citanje naglas s postupcima i strategijama usmjerenim na razumijevanje teksta, koliko su nastavnici upuceni u vjestine interpretativnog citanja te koriste li u nastavi snimke umjetnickih govornih interpretacija. Rezultati pokazuju da vecina ucitelja (91,3 %) cesto, tj. jedan do tri puta tjedno, cita naglas u razredu i kako vecina ucitelja (80,6 %) potice ucenike da cesto citaju u razredu. Nedovoljno se koriste strategije prije citanja naglas (29,6 %) i rjeđe se koriste zvucne snimke u nastavi, osobito kod ucitelja s kracim radnim stažom od kojih se trecina nikada ne koristi zvucnim snimkama. Rad upucuje na to da bi u ucenju govorne interpretacije vecu pozornost trebalo pridavati afektivnosti, da treba poticati citanje naglas ucitelja, ucenika i roditelja u skoli te se u nastavi koristiti umjetnickim audiosnimkama. Kljucne rijeci: audiosnimke književnih djela; citalacka pismenost; citanje naglas; interpretativno citanje u razredu; strategije citanja.