Čtenářská gramotnost v Německu z pohledu výzkumů PISA

• Authors: Věra Ježková

Title variants

EN

Reading literacy in Germany from the PISA perspective

• Languages of publication: CS

Abstracts

EN

The aim of the study is to describe the development of reading literacy in Germany from PISA 2000 to PISA 2009. Since PISA 2000, reading literacy has been a current topic of German educational policy and it has also be en the interest of general public. After a short theoretical introduction, the paper focuses on analyzing the students’ results in reading literacy from 2000 to 2009, stressing the cross-sections such as the difference between the students of good and poor performance, differences related to social origin or gender and differences between German students and immigrants. In the next part, the main educational policy measures how to improve students’ reading literacy are presented. In the summary, the paper reviews the development of reading literacy in Germany during the stated period. The study contains a partial comparison with the situation in the Czech Republic.

Keywords

EN

International comparative research; Reading literacy; Educational policy; Lower secondary school

Discipline

• EDUCATION: EDUCATION

• Publisher: Czech Pedagogical Society
• Journal: Pedagogická orientace (Journal of the Czech Pedagogical Society)
• Year: 2014
• Volume: 24
• Issue: 1
• Pages: 58-76

Contributors

author

Věra Ježková

• Redakce časopisu Pedagogická orientace, Doc. PhDr. Tomáš Janík, Ph.D., M.Ed., Institut výzkumu školního vzdělávání PdF MU, Poříčí 31, 603 00 Brno, Czech Republic