Using observation to explore and think about the relationship between emotional experiences and the development of reading skills

Developing the Reading Technique and Reading Comprehension Skills through Using the Word Drill Technique and the 3P Method/Razvijanje vještina čitanja i razumijevanja s pomoću tehnike mehaničkog ponavljanja riječi i metode 3P

“…Learning fluent reading is the first academic difficulty for the children who start school. It may be possible that both families and children have some problems (Luker, 2005). The problems encountered in reading result from poor teaching provided without considering children's needs.…”

“…Neki od njih otkrivaju da društveni i motivacijski čimbenici također pridonose razvoju vještine čitanja kao i samih metoda (Cambria i Guthrie, 2010;De Naeghel i Van Keer, 2013;Martin i Dowson, 2009;Monteiro, 2013;Troia, Shankland i Wolbers, 2012;Wentzel, 2009;Wigfield, Gladstone, i Turci, 2016). Osim na njih mnoge se edukacijske teorije u kojima je glavno pitanje kako djeca čitaju usredotočuju uglavnom na kognitivne čimbenike (Luker, 2005). To je zato što je čitanje složeno umijeće koje se zasniva na brojnim kognitivnim i jezičnim vještinama (Schmidt, 2003).…”

“…Naučiti tečno čitati prva je akademska poteškoća za djecu koja su tek krenula u školu. Moguće je da i članovi obitelji i djeca imaju iste probleme (Luker, 2005). Problemi s kojima se suočavaju u čitanju rezultat su loše poduke tijekom koje nisu uzete u obzir njihove potrebe.…”

“…Some researchers reveal that social and motivational factors contribute to the reading skill development along with such methods (Cambria & Guthrie, 2010;De Naeghel & Van Keer, 2013;Martin & Dowson, 2009;Monteiro, 2013;Troia, Shankland, & Wolbers, 2012;Wentzel, 2009;Wigfield, Gladstone, & Turci, 2016). Apart from these dimensions, many education theories on how children read largely focus on cognitive factors (Luker, 2005) since reading is a complex ability based on many cognitive and linguistic skills (Schmidt, 2003). In other words, it is a skill that requires the coordination of many high-level cognitive skills and active participation of the reader (Cain, Oakhill, & Bryant, 2004;Denton & Al Otaiba, 2011;Garcia-Madruga, Elosúa, Gómez-Veiga, Vila, Orjales, Contreras, Rodríguez, & Duque, 2013;Small & Arnone, 2011).…”