It is exactly the awareness of differences between the children that makes the initial incentive of considering and of practical attempts as to how to adjust teaching to their individual capabilities. The ever increasing need to strongly individualize work with children at any level of education, that is to say, to adjust it to their personal characteristics, has become even more prominent in the last decades in the world. This is due to the tendency that respect of human rights, respect of differences between people and respect of a man, as an individual, should be considered as the most important legacies of the civilized society, in which it is inconceivable to have an educated person who cannot express himself/herself properly, either in oral or written form, or who has a scarce active vocabulary, or who does not know the basic laws of the standard literary language.
Bearing in mind that the importance of mother tongue is essential, we decided to analyze the efficiency of the model of individualization of teaching grammar and orthography.
The aim of the empirical research was to establish whether individualization of lower elementary teaching of grammar and orthography can reach significantly better educational results in terms of statistics than in the case with teaching which is not individualized, that is to say, which is traditional.
In this written work we will represent results of research which show that by individualization of lower elementary teaching of grammar and orthography can achieve significantly better educational results in terms of statistics can be achieved than in the case with teaching which is not individualized, that is to say, which is traditional.
The obtained results can represent a very significant contribution in resolving of a current and highly important issue of our contemporary education and upbringing. Previous considerations, presentations and interpretations may encourage further research in this field.Svijest o razlikama među djecom jesu polazni poticaj razmišljanja i praktičnih pokušaja o tome kako da se nastava prilagodi njihovim individualnim sposobnostima. Sve izraženija potreba da se rad sa djecom na bilo kom nivou školovanja u što većem obimu individualizira, odnosno, prilagodi njihovim osobinama ličnosti, posljednjih decenija je u svijetu još naglašenija, zbog tendencije da se poštovanje ljudskih prava, uvažavanje razlika među ljudima i poštovanje čovjeka, kao posebnog bića, smatraju najvažnijim tekovinama civiliziranog društva, u kojem se ne može zamisliti obrazovan čovjek koji se jezično usmeno i pismeno pogrešno izražava, koji ima siromašan aktivni rječnik, koji ne poznaje osnovne zakonitosti našeg standardnog književnog jezika. Imajući u vidu da je značaj materinjeg jezika fundamentalan, opredijelili smo se da ispitamo efikasnost modela individualizacije nastave gramatike i pravopisa.
Cilj empirijskog istraživanja je utvrditi da li se individualizacijom razredne nastave gramatike i pravopisa postižu statistički značajno bolji rezultati nego nastavom koja nije individualizirana, tj. koja je tradicionalna.
U ovom radu prikazat ćemo rezultate istraživanja iz kojih se vidi da se individualizacijom razredne nastave gramatike i pravopisa postižu statistički značajno bolji obrazovni učinci nego nastavom koja nije individualizirana, tj. koja je tradicionalna. Dobiveni rezultati mogu predstavljati izuzetno značajan prilog rješavanju jednog nadasve aktualnog i važnog pitanja našeg suvremenog obrazovanja i odgajanja. Prethodna razmatranja, prezentacije i interpretacije mogu poticati daljnja istraživanja u ovoj oblasti
