@article {923,
	title = {THE IMPACT OF THE ACQUISITION OF THE LETTERS IN A SYSTEMATIC LITERACY ON WRITING SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {98-104},
	abstract = {Learning letters is associated with a long-term learning. Two basic models are present in obtaining letters in a systematic literacy in Slovenia and abroad. One represents a separate acquisition of the uppercase and lowercase printed letters (sequentially) and the other deals with letters simultaneously. In practice, teachers often asked themselves, especially in times of reforms in literacy, which model of the acquisition of the letters in initial literacy is more efficient. The research focused on the effect of the two most frequently chosen procedures for acquiring letters of structured literacy in Slovenia, namely the simultaneous treatment of the uppercase and lowercase printed letters (lowercase cursive letters and upper-case cursive letters) and consecutive treatment of letters (uppercase printed letters, lowercase printed letters, lowercase cursive letters, and at last, uppercase printed letters). Furthermore, the focus of the research was on the impact of gender on the ability to write. The incidence of errors was observed in terms of selected procedures for acquiring the letters in groups and gender. At the same time, the effect of consolidation of writing individual letters (uppercase and lowercase printed letters in 2nd class, and lowercase and uppercase cursive letters in 3rd class), was examined. },
	keywords = {Prior knowledge, the process of acquiring letters, writing skills},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.98},
	url = {http://oaji.net/articles/2015/457-1422204071.pdf},
	author = {Marija Ropi{\v c}}
}
@article {752,
	title = {THE IMPROVEMENT OF READING LITERACY AND ACCESS TO KNOWLEDGE IN TECHNICAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {28-35},
	abstract = {Teachers often realize that the main cause of learning problems concerning students is a very bad reading literacy. It can be found out that the majority of students have problems reading; they often avoid textual exercises or read them slowly and confront with the problem of not understanding the text they have read. Reading literacy has been dealt with very often lately. Slovenia as a country takes part in some international projects and researches, trying to develop, improve and measure reading literacy. 
 The following article is written to present the results of the 2009 PISA study on reading literacy, milestones for reading at the end of the third three-year cycle, the level of comprehension in reading and our findings on the functional literacy of elementary school pupils of one of Slovenian schools in teaching technical subjects.},
	keywords = {functional literacy, reading and learning strategies, reading comprehension},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.28},
	url = {http://oaji.net/articles/2014/457-1413727872.pdf},
	author = {Zvonka   Cencelj and Marija Ropi{\v c}}
}
@article {696,
	title = {WEB GRAPHIC ORGANIZERS AS AN ADVANCED STRATEGY FOR TEACHING SCIENCE TEXTBOOK READING COMPREHENSION},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {87-99},
	abstract = {This paper presents the results of the 5 months experiment in which the influence of using a web graphic organizer in the science literacy curriculum was observed. The interest of the study was focused on the quality and quantity of learning/understanding the explicatory text description from the science textbook. The experiment included students at the age of 8-9 years. Science and L1 class were integrated for this purpose: teachers were instructed to use web graphic organizer as a tool for visualizing the text structure on the level of concrete cognitive operations. The results show the effect of using the web graphic organizer on students{\textquoteright} competence to find out what in the science textbook text is important, on the level of text comprehension and on the competence of comparing new information with the previous knowledge.},
	keywords = {categorization of concepts, reading comprehension, science textbooks},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.87},
	url = {http://oaji.net/articles/2014/457-1409840284.pdf},
	author = {Marija Ropi{\v c} and Kordigel Aber{\v s}ek, M.}
}
@article {266,
	title = {CHILDREN{\textquoteright}S LITERATURE, TEACHERS AND INTEGRATIVE EDUCATION: THEORY AND SCHOOL REALITY},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {44-55},
	abstract = {The paper represents the results of a quantitative research performed at the Faculty of Education, University of Maribor. The aim of the project was to establish the implementation of the concept of integrative education, which was recommended for the first triennium of elementary education in Slovenia in the 90s. The essence of Slovene integration concept should be the following: focusing on the structure and the process of child{\textquoteright}s assimilation as well as accommodation in/of the structure, his/her ability to communicate the content of the structure and his/her ability to express the process of changing the structure.
 Our results show that the majority of teachers follow the recommended curriculum guidelines for integration as the main didactical concept for teaching in the first triennium of elementary school taught as a part of the compulsory Teacher training program - teaching in the first triennium. Nevertheless a big proportion of elementary school teachers (year 1-3) are not entirely aware of the criteria that should be used for integration in the educational process. The same elementary school teachers have difficulties (aware or unaware) with the process of planning and performing the integration concept in the classroom.},
	keywords = {integrative education, mother tongue education, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668526.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Marija Ropi{\v c} and Vlasta Hus}
}
