Skaitymo gebėjimų ugdymo prieigos mokant lietuvių kalbos ir literatūros gimnazijoje
Meilūnaitė Vaišvilienė, Alina |
Recenzentas / Rewiewer |
Licencinė sutartis Nr. MRU-EDT-1776.
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This masters' thesis explores various methods and approaches on how to develop and enhance reading skills in the teaching of Lithuanian language and literature at the gymnasium level. Separate focus in this research is on students with reading difficulties. The research examines how targeted pedagogical methods and strategies can enhance their reading as well as comprehension, engagement, and long-term knowledge acquiring skills. The theoretical part of the thesis has it's foundation in contemporary literacy models which show a shift from traditional views on reading toward more multimodal and sociocultural aspects. The empirical part of the research consists of a intervention and qualitative analysis based on student reflections and structured interviews. Conducted in a natural school environment, the study involves 10th-grade students experiencing reading difficulties. The intervention was designed around three integrated approaches: textual (varied text types and formats), sociocultural (connection to students’ real- life contexts), and methodological (systematic use of evidence-based reading strategies). The results indicate that this integrated approach significantly improved students’ reading comprehension and interpretative abilities when applied consistently and with personal relevance. The study highlights the importance of teacher competence and also support from schools' infrastructure and material basis. While generally student motivation is often mentioned by teachers, the lack of sustained teaching strategy undermines deeper development of reading competence. Many students take reading as a task oriented activity, but not as form of leisure or any meaningful experience. Some participants even reported that English had become their dominant language for thinking and understanding texts, reflecting wider sociological and linguistic changes in society and challenges for Lithuanian language teaching. The findings of this master's thesis emphasize the effectiveness of combining content relevance to everyday life of students, their social context, and instructional clarity in reading education. A student centered approach strengthens reading competence and also contributes to the formation of a lasting and personally meaningful relationship with books.