Sistemātiskais pārskats: pasīvā vārdu krājuma apguves metodes pirmsskolas vecuma bērniem
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Date
2020
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Rīgas Stradiņa universitāte
Rīga Stradiņš University
Rīga Stradiņš University
Abstract
Darba autore: Sabīne Aizupiete
Darba vadītāja: Mg. sc. sal. Ilze Klatenberga
Darba nosaukums: Sistemātiskais pārskats: pasīvā vārdu krājuma apguves metodes pirmsskolas vecuma bērniem
Darba mērķis: Sistemātiski izpētīt, apkopot un analizēt pētījumos atrasto informāciju par pasīvā vārdu krājuma apguves efektivitāti pirmsskolas vecuma bērniem.
Pētījuma metodes: Sistemātiskam pārskatam literatūra tika meklēta EBSCOhost, PubMed, Scopus un Web of Science datubāzēs. Meklēšana notika izmantojot terminus: vocabulary, novel words, shared reading, child* un to sinonīmus. Pētījumam atlasīti bez maksas pieejami, pilni raksti angļu valodā, kas nav vecāki par 10 gadiem. Raksti atbilda izstrādātajiem iekļaušanas un izslēgšanas kritērijiem. Rakstu kvalitāte tika novērtēta, izmantojot PEDro skalu, un kvantitatīva datu analīze tika veikta, izveidojot pārskatāmas, apkopojošas tabulas.
Rezultāti: Pētījumā tika iekļauti raksti, kuros izmantota kopīgā grāmatu lasīšanas metode, kas tika papildināta ar dažādām variācijām un papildinājumiem, lai noskaidrotu to efektivitāti. Izmantotie papildinājumi - mērķa vārdu pastiprināta apmācība ar definīcijām, žestiem un pielietojumu, pēc lasīšanas notiek spēļu nodarbība ar iekļautajiem priekšmetiem grāmatā un citi. Veicot iekļaujamo rakstu analīzi, 13 raksti tika analizēti detalizētāk, kā arī tika veikta ticamības līmeņa novērtēšana ar PEDro skalu. Četri raksti tika iekļauti sistemātiskajā pārskatā. Pirms un pēc metodes pielietošanas, visiem dalībniekiem tika veiktas pārbaudes: receptīvā (pasīvā) vārdu krājuma pārbaude un ekspresīvā (aktīvā) vārdu krājuma pārbaude. Visos pētījumos, veicot grupu savstarpējo salīdzināšanu, netika atrastas statistiski nozīmīgas atšķirības dalībnieku pasīvajā un/vai aktīvajā vārdu krājumā. Pēc metodes pielietošanas tika novērotas statistiskas atšķirības starp pielietotajām variācijām un to salīdzināmajām grupām. Visos pētījumos tika apstiprināts kopīgās grāmatu lasīšanas metodes pozitīvais efekts un ietekme uz vārdu krājuma paplašināšanos bērniem nelielu grupu ietvaros.
Secinājumi: Sistemātiskā pārskata rezultāti liecina, ka kopīgās lasīšanas metode ir efektīva pasīvā un aktīvā vārdu krājuma paplašināšanas metode pirmsskolas vecuma bērniem. Kopīgās grāmatu lasīšanas metode var tik izmantota grupu nodarbībās un individuālajā darbā ar bērnu.
Author: Sabine Aizupiete Moderator: Mg. sc. sal. Ilze Klatenberga Title: Systematic review: passive vocabulary acquisition methodes in preeschool children Purpose: Systematically research, summarize and analyze the information found in research on the effectiveness of passive vocabulary acquisition in preschool children. Research methods: For a systematic review, the literature was searched in the following databases: EBSCOhost, PubMed, Scopus and Web of Science. The search was performed using the terms: vocabulary, novel words, shared reading, child* and their synonyms. Full, free access articles in English, not older than 10 years, were selected for the study. The articles met the developed inclusion and exclusion criteria. The quality of the articles was assessed using the PEDro scale, and quantitative data analysis was performed by creating transparent, summarizing tables. Results: The articles included in the study use a common method of reading books, which was supplemented with various variations and additions to determine their effectiveness. Supplements used - enhanced training of target words with definitions, gestures and applications, after reading there is a game lesson with the included objects in the book and others. During the analysis of the articles to be included, 13 articles were analyzed in more detail, as well as the level of reliability was assessed with the PEDro scale. Four articles were included in the systematic review. Before and after the application of the method, all participants were tested for receptive and expressive vocabulary. In all studies, no statistically significant differences in participants' passive and / or active vocabulary were found between groups. After applying the method, statistical differences were observed between the applied variations and their comparable groups. All studies confirmed the positive effect of the common book reading method and the effect on the expansion of vocabulary in children within small groups. Conclusions: The results of the systematic review show that the common reading method as an effective method of expanding passive and active vocabulary for preschool children. The method of reading books together can be used in group lessons and individual work with a child.
Author: Sabine Aizupiete Moderator: Mg. sc. sal. Ilze Klatenberga Title: Systematic review: passive vocabulary acquisition methodes in preeschool children Purpose: Systematically research, summarize and analyze the information found in research on the effectiveness of passive vocabulary acquisition in preschool children. Research methods: For a systematic review, the literature was searched in the following databases: EBSCOhost, PubMed, Scopus and Web of Science. The search was performed using the terms: vocabulary, novel words, shared reading, child* and their synonyms. Full, free access articles in English, not older than 10 years, were selected for the study. The articles met the developed inclusion and exclusion criteria. The quality of the articles was assessed using the PEDro scale, and quantitative data analysis was performed by creating transparent, summarizing tables. Results: The articles included in the study use a common method of reading books, which was supplemented with various variations and additions to determine their effectiveness. Supplements used - enhanced training of target words with definitions, gestures and applications, after reading there is a game lesson with the included objects in the book and others. During the analysis of the articles to be included, 13 articles were analyzed in more detail, as well as the level of reliability was assessed with the PEDro scale. Four articles were included in the systematic review. Before and after the application of the method, all participants were tested for receptive and expressive vocabulary. In all studies, no statistically significant differences in participants' passive and / or active vocabulary were found between groups. After applying the method, statistical differences were observed between the applied variations and their comparable groups. All studies confirmed the positive effect of the common book reading method and the effect on the expansion of vocabulary in children within small groups. Conclusions: The results of the systematic review show that the common reading method as an effective method of expanding passive and active vocabulary for preschool children. The method of reading books together can be used in group lessons and individual work with a child.
Description
Audiologopēdija
Audiologopaedics
Veselības aprūpe
Health Care
Audiologopaedics
Veselības aprūpe
Health Care
Keywords
Sistemātisks pārskats, kopīga grāmatu lasīšana, vārdu krājums, Systematic review, shared book reading, vocabulary