International studies on reading literacy show that high reading literacy depends on automated reading technique and command over different reading strategies which students use in text processing. The manual presents strategies that guide students to a good understanding of the text (the strategy for activating prior knowledge, the strategy for processing the text after the first reading, graphic displays of essential information) and a didactic approach to teaching strategies. The manual includes examples of applications of strategies to specific texts and examples of typical technical texts for students in the third, fourth and fifth grade, which can be used for training students in the use of strategies. Teachers can use the manual as a support in managing pupils to improve their reading skills.
F.17 Transfer of existing technologies, know-how, methods and procedures into practice
COBISS.SI-ID: 279295232The book presents a method of alimentary education, i.e. sensory education which is used to reduce food neophobia and pickiness, to increase satisfaction in eating and to promote healthy eating. The book defines nutrition as complex cognitive-sensory act, involving all sensory systems. Sensory education program includes several workshops that focus on the observation and analysis of sensation during eating and its verbal description. By gaining insight into sensations during feeding and raising awareness of various factors that affect them, the food becomes more interesting and pleasant to eat and the motivation for tasting new dishes increases. The essential original contribution of the book is evaluation of the effectiveness of the sensory education program tested in the PESCA project carried out in the framework of Interreg IV Italy-Slovenia programme.
F.02 Acquisition of new scientific knowledge
COBISS.SI-ID: 278435840Executive functions help us plan and organize activities, sustain attention and persist in completing tasks. They help us regulate our behaviour. Different studies show that pupils with specific learning difficulties also have difficulties with executive functions. It has been confirmed that executive functioning can compensate primary deficits of specific learning difficulties. Psychological diagnostics of specific learning difficulties is founded on classical tests of intelligence, which measure executive functioning only partly (fluency, working memory, attention). The doctoral thesis gives answers to the following questions: (i) To what extent do the measures of intelligence correlate with the measures of executive functioning? (ii) Can the intervention programme for helping learners with specific difficulties in reading and writing enable improvement of their executive functioning? The research included 97 pupils of an average age of 10 years who had already been identified as having specific learning disabilities on the basis of the national eligibility criteria. Experimental and control groups have been formed. The experimental group received a regular help programme and an additional 30-hour intervention programme, which was designed for executive function training. The measurements of pupils' functioning were conducted before and after the intervention programme and again after 5 months. The results have shown that the variables of intelligence tests are mostly not related to the variables of executive functions. This means that these are different constructs, so it is necessary to use tests of executive functions in diagnostics of specific learning difficulties. The intervention programme had a short-term effect related to attention and positive effects related to different executive functions after 5 months. Training executive functions is therefore effective, but important changes in behaviour can only be seen after a longer period of time.
D.09 Tutoring for postgraduate students
COBISS.SI-ID: 58584674Anja Podlesek is the leader of an intenational project "Supervised practice of psychologists: Development of a training programme for mentors and a model of supervised practice (SUPER PSIHOLOG)" which is carried out in the Norway Grats 2009-2014 programme, sub-area Improvement of public health services. In the project, Slovene and Norwegian partners collaborate on development of the system of supervised practice of psychologists in Slovenia. More information about the project is available at: www.superpsiholog.si/english-pages/
D.01 Chairing over/coordinating (international and national) projects
COBISS.SI-ID: 58168418The Analysis of Children's Development in Slovenia (ACDSi) is a decennial study on children's and adolescents' somatic, motor, psychological and social development in Slovenia. In 2014, the study included 1,479 adolescents and young adults between 14 and 24 years of age. From its beginnings in 1970, it has been characterised as an interdisciplinary study of physical anthropology, kinesiology, psychology and sociology. In its third cycle on adolescents in 2014, the study was expanded to include public health issues. The aim of the study is to observe the secular trends of the somatic and motor development of adolescents in Slovenia regarding the psychological, social and health determinants that shape contemporary adolescents' lifestyles.
F.30 Professional assessment of the situation
COBISS.SI-ID: 3714895