The paper was as a part of the project Enhancing the quality of education, development of key competences, areas of education and literacy, implemented in the project challenge Development of key competences within the field of didactics, cross-curricular topics and cross-curricular relations. It presents a partial output of topic number 2 Language and Functional Literacy within the Reading Literacy module. It focuses on linguistic and stylistic analysis of the lyrics and its use in Czech language teaching at the second level of elementary school. It deals with the possibilities of reading literacy development by working with entire coherent texts and with the role of understanding different linguistic phenomena (especially morphological, lexical and syntactic) in the process of developing reading literacy
The ability to read well affects the results in other areas of life such as the educational and career opportunities and also extends into personality of a man including his self-esteem. Many current empirical studies claim that about a fifth to a quarter of pupils have reading problems, exactly with the level of literacy. At the same time only a part of these students are diagnosed with specific learning disabilities or specific disorders of speech and language, which would explain their difficulties. In the foreign literature is the phenomenon of poor readers is being paid adequate attention, both in terms of research as well as in the creation of specific teaching and counseling programs for targeted intervention. In the Czech context, the issue is still very marginalized. The term "poor readers" habitually includes all the readers who have difficulties with the technique of reading (decoding) and / or comprehension of the text. In our approach we emphasize the particular level of understanding which develops on the basis of the child's internal layout and external influences. We are inspired by the simple view of reading (Gough, Tunmer, 1986). This overview study aims to critically analyze the phenomenon of poor readers on the basis of individual subgroups to illustrate the characteristics of poor readers, differentiate and categorize them. By the comparison of the relevant research and the investigation design we want to shift the current perception of poor readers and propose a model of identification and diagnosis, which could be inspiring for the school counseling system.
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Schopnost dobře číst ovlivňuje další oblasti života, jako je průběh vzdělávání a profesní uplatnění a zasahuje rovněž do osobnostní roviny člověka, včetně jeho sebepojetí. Mnohé aktuální empirické studie tvrdí, že přibližně pětina až čtvrtina žáků má problémy se čtením, respektive s dosaženou úrovní čtenářské gramotnosti. Současně pouze u části těchto dětí je diagnostikována specifická porucha učení či specifická porucha řeči a jazyka, které by jejich obtíže relevantně vysvětlily. V zahraniční odborné literatuře je fenoménu slabého čtenáře věnována adekvátní pozornost, jak v rovině výzkumné, tak i v oblasti tvorby konkrétních didaktických i poradenských programů pro cílenou intervenci. V českém kontextu jde stále o problematiku velmi marginalizovanou. Pojem „slabí čtenáři“ v obecné rovině zpravidla zahrnuje všechny čtenáře, kteří mají potíže s technikou čtení (dekódováním) a/nebo s porozuměním textu. V našem pojetí akcentujeme zejména rovinu porozumění, která se rozvíjí na základě vnitřních dispozic dítěte i environmentálních vlivů. Tato přehledová studie si klade za cíl zmapovat dosavadní stav zkoumaného konceptu, kriticky analyzovat fenomén slabého čtenáře. V terminologickém exkurzu vycházíme z jednoduchého modelu čtení (Gough, Tunmer, 1986), který považujeme v tomto kontextu za inspirativní. Na základě specifikace jednotlivých subskupin ilustrujeme charakteristiky slabých čtenářů, kategorizujeme je a diferencujeme. Komparací relevantních výzkumných šetření a následně i vlastního výzkumného designu chceme posunout současnou percepci slabého čtenáře a navrhnout model screeningu, identifikace a diagnostiky, který by mohl být inspirativní pro školský poradenský systém.
The authors consider how the relationship between reading literacy and communication education can be defined and using the example of education for critical reading, they present communication education as an autonomous component of the Czech language and literature education, with its own subject matter, educational objectives and content. They gradually come to the realisation that reading literacy, as it is usually understood, belongs among key competences due to its character (it is part of the communication competence). Supported by the results of the analyses of the causes of curricular reform failure, they draw attention to the potential risks which may arise when we attempt to translate key competences directly into teaching. They claim that it is essential to start from a sectoral basis, to formulate field-specific educational objectives and content in individual fields of education and to investigate their relation to key competencies. In the final part of their reflection, they present a model of communication education which deals with mental processes and structures associated with communication activities, while the educational goal then lies in the students’ ability to reflect on these processes and influence them in accordance with their own needs and intentions. In this concept, educational content is the theory, terminology and knowledge needed to understand these processes.
Text comprehension is one of the key skills that are learned during the school years. On the one hand, reading literacy is fundamental for successful comprehension, on the other hand, comprehension success is determined by textual features, i.e. its readability. Text readability thus presents an important issue — from both the reception (people may not be able to comprehend a text fully due to its low readability) and production perspective (people may not be able to produce a well readable text). The current study presents an experimental method for measuring readability of Czech texts of various genres based on the triangulation of (1) the rate of correct answers on comprehension questions, (2) intra-textual features, and (3) subjective assessment of text readability. The method is discussed in depth and individual steps are illustrated on an example of a research in progress under the project Linguistic Factors of Readability in Czech Administrative and Educational Texts.
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