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Identifikovanje i sadržaj strategija ispitanika u eksperimentalnom zadatku čitanja sa razumevanjem
Strategies identification in an experimental reading comprehension task
dc.creator | Stanković, Sanda | |
dc.creator | Lalović, Dejan | |
dc.date.accessioned | 2021-10-12T11:12:24Z | |
dc.date.available | 2021-10-12T11:12:24Z | |
dc.date.issued | 2010 | |
dc.identifier.issn | 0579-6431 | |
dc.identifier.uri | http://reff.f.bg.ac.rs/handle/123456789/1111 | |
dc.description.abstract | Standardizovani testovi sposobnosti čitanja sa razumevanjem (TČR) obično se sastoje od manjeg broja tekstova praćenih sa po nekoliko pitanja tipa višestrukog izbora jednovremeno dostupnih ispitanicima. Uobičajenu meru sposobnosti čitanja sa razumevanjem predstavlja skor u TČR. Literatura sugeriše da strategije koje ispitanici primenjuju mogu imati uticaja na uspešnost u TČR izraženu skorom, koji pak ne daje informaciju o primenjenoj strategiji. Od poznavanja strategija rešavanja može zavisiti svrha i korist od primene TČR u pedagoško-psihološkoj praksi. U cilju konstrukcije standardnog TČR koji na srpskom jeziku ne postoji, kao početni korak izveli smo eksperimentalni zadatak čitanja sa razumevanjem (EZČR) sačinjen od 27 sukcesivno prikazanih kratkih tekstova i po jednog pitanja višestrukog izbora. Kvalitativnom analizom odgovora u polustrukturisanom posteksperimentalnom intervjuu, identifikovali smo četiri uopštene strategije rešavanja EZČR. Grupe studenata, koje su koristile različite strategije, razlikovale su se u pogledu brzine kojom su čitale tekstove. Međutim, nije bilo razlike u pogledu pitanja prikazanih nakon teksta. Značajnije, grupe se nisu razlikovale u pogledu skora u EZČR. Ovi podaci sugerišu da izbor strategije predstavlja način da se optimalizuje odnos vlastitih potencijala i zahteva EZČR. TČR sačinjen na principima EZČR dopuštao bi relativno fleksibilan izbor strategije, koji se ne bi očitovao na skoru. | sr |
dc.description.abstract | Standardized reading comprehension tests (RCTs) usually consist of a small number of texts each accompanied by several multiple-choice questions, with texts and questions simultaneously presented. The score the common measure of reading comprehension ability in RCTs is the score. Literature review suggests that strategies subjects employ may influence their performance on RCT, however the score itself provides no information on the specific strategy employed. Knowledge of test-taking strategies could have impact on understanding of the actual purpose and benefits of using RCTs in pedagogical and psychological practice. With the ultimate objective of constructing a first standard RCT in Serbian language, the preliminary step we took was to conduct an experimental reading comprehension task (ERCT) consisting of 27 short texts displayed in succession, each followed by a single multiplechoice question. Using qualitative analysis of subjects' responses in semi-structured postexperimental interview, we identified four overall strategies used on ERCT. Our results show that groups of students who used specific strategies differed significantly from one another in text reading time, with no differences found regarding the question reading and answering time. More importantly, there were no significant between-group differences found in terms of ERCT score. These findings suggest that choice of strategy is a way to optimize the relation between one's own potential and ERCT task requirements. RCT based on ERCT principles would allow for a flexible choice of strategy which would not influence the final score. | en |
dc.publisher | Institut za pedagoška istraživanja, Beograd | |
dc.rights | openAccess | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.source | Zbornik Instituta za pedagoška istraživanja | |
dc.subject | strategije čitanja | sr |
dc.subject | kvalitativno-kvantitativni pristup | sr |
dc.subject | hipotetička valjanost | sr |
dc.subject | čitanje sa razumevanjem | sr |
dc.subject | reading strategies | en |
dc.subject | reading comprehension | en |
dc.subject | qualitative-quantitative approach | en |
dc.subject | construct validity | en |
dc.title | Identifikovanje i sadržaj strategija ispitanika u eksperimentalnom zadatku čitanja sa razumevanjem | sr |
dc.title | Strategies identification in an experimental reading comprehension task | en |
dc.type | article | |
dc.rights.license | BY-NC-ND | |
dc.citation.epage | 246 | |
dc.citation.issue | 2 | |
dc.citation.other | 42(2): 232-246 | |
dc.citation.rank | M24 | |
dc.citation.spage | 232 | |
dc.citation.volume | 42 | |
dc.identifier.doi | 10.2298/ZIPI1002232S | |
dc.identifier.fulltext | http://reff.f.bg.ac.rs/bitstream/id/107/1108.pdf | |
dc.identifier.scopus | 2-s2.0-79952746155 | |
dc.type.version | publishedVersion |