Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 5

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  čtení
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Content available remote

Polské čtenářství v čase digitálních...a jak se o něm přemýšlí

100%
Nieć G., Trávníček J.
Česká literatura (Czech Literature)
|
2019
|
vol. 67
|
issue 1
84-102
EN
This study deals with contemporary Polish reading culture. The authors focus on three areas: (1) research at the National Library, particularly in relation to digital reading; (2) the new Polish Encyclopedia of Books (Encyklopedia książki), a work of colossal size and scope, as well as the state of current thinking on books and their social circulation, which has been fixed for some time; and (3) some individual sources of inspiration from Polish reflections and discussions on reading in the digital age. The authors examine all three areas against the backdrop of the current Czech situation, while endeavouring to ascertain the sociological causes behind the current large decline, and focusing primarily on the substantial reduction in graduates from the 40– population. One part of the study also focuses on digital reading, i.e. on how it is developing and which sectors of the Polish readership it most involves. They conclude that although the Polish readership has succeeded in slightly reducing the internal socio-demographic threshold (i.e. with the operation of progressive internal inclusion), as a whole it is fallinginto social exclusion.
2
Content available remote

Motivácia k čítaniu a čitateľské preferencie adolescentov

100%
Konrádyová N., Slavkovská M.
E-psychologie (E-psychology)
|
2021
|
vol. 15
|
issue 1
1-15
EN
The aim of this study was to describe motives that lead adolescents to read, or which make them refuse to read. Furthermore, it aimed to find out potential differences in motivation and reading preferences due to age group. Totally 375 respondents participated in this study from which 130 (34,66%) were readers. Reading motivation was measured by the Motivations for Reading Questionnaire (Wigfield & Guthrie, 1997). Motives that lead adolescents to read or which make them refuse to read were detected with open questions. Results show that there are no differences between younger and older adolescents in reading motivation. The most common reading motives in younger readers were: reaching new information from books, opinion, that reading is a funny and interesting activity and reading represents an opportunity to escape from the reality for a while. In the group of older adolescents were most common motives reaching new information, the way how to relax and escape from the reality. Nonreading younger adolescents refuse to read because they are not interested in reading, they consider the book boring and they do not have the will to read. Older adolescents do not read because they consider reading as a boring activity and they do not have enough time for it. The most popular genres among younger readers are the adventurous genre, fantasy, and novels for girls. Older readers prefer the adventurous genre, fantasy, and detective novels.
3
Content available remote

Poruchy čtení u nevidomých dětí - dyslexie?

100%
Helebrantová P.
E-psychologie (E-psychology)
|
2011
|
vol. 5
|
issue 4
42-54
EN
Reading disorders of blind children are not well known in the Czech Republic and research in this area is still at it´s start. This paper therefore provides an introduction to the problems of reading disorders of children with congenital severe visual impairment. It tries to answer the question whether a blind schoolchild can be diagnosed with dyslexia. The article describes the issues of reading disorders from prevention to diagnostics and also outlines the possible methods of working with failing braille readers. The text also deals with the relationship between the different techniques of reading Braille and failing in reading. An integral part of this work is a short summary of current international researches.
CS
Poruchám čtení u nevidomých dětí není v ČR věnována dostatečná pozornost a výzkum této oblasti je zatím na počátku. Tento příspěvek proto poskytuje úvod do problematiky poruch čtení u žáků s vrozeným těžkým zrakovým postižením. Snaží se odpovědět na otázku, zda i u nevidomého žáka můžeme diagnostikovat dyslexii. Článek mapuje tuto problematiku od prevence poruch čtení, přes jejich diagnostiku a také nastiňuje možné metody práce se selhávajícími čtenáři bodového písma. Klíčovou roli zde hraje analýza možných příčin poruch čtení Braillova písma. Text se také zabývá vztahem mezi různými technikami čtení bodového písma a selháváním ve čtení. Nedílnou součástí této práce je pohled na některé současné zahraniční výzkumy.
4
Publication available in full text mode
Content available

Porozumění čtenému textu u dětí ve věku 7–9 let se zaměřením na kohezní prostředky

80%
Bajerová K.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
|
2016
|
vol. 7
|
issue 2
34-47
EN
This study concerns an integral topic of psycholinguistic research in reading comprehension — understanding selected aspects of cohesion. It is based on an English study by Yuill and Oakhill (1988) which we replicated in the Czech environment. We investigated the comprehension of three types of anaphora (reference, lexical cohesion and ellipsis) in children aged 7 to 8. Our main concern was describing how solving the task of identifying antecedents of anaphora in a story depends on the type of anaphora, on the distance of the antecedent of the anaphora and on the children’s reading level. It was discovered that successful identification of the antecedent positively correlated with the reading level. The most difficult identification of the antecedent was generally found to be in their immediate proximity. Differences between scores for the individual anaphora types were not statistically significant. Due to the absence of relevant data concerning the acquisition of cohesion, this research offers the first experimental insight into this topic.
5
Publication available in full text mode
Content available

Dvě lekce studia literatury aneb o pomalosti

51%
Málek P.
Slovo a smysl - Word & Sense
|
2018
|
vol. 15
|
issue 29
13-56
EN
Drawing on the considerations of Karlheinz Stierle, who claims that one of the key tasks in thinking about literature is to oppose the technical totality of modernity and its repressive mechanisms with the substantiality of the slow and the already past, this study aims — in the reading of Franz Kafka, for example, by German thinker, literary theorist and critic Walter Benjamin, and that of Karel Čapek by Czech literary historian and critic Jiří Opelík — to present a form of thinking about literature and its studies that would belong in some ways to the ‘slow reading culture’. At a time when the predominant view of the status of the discipline has grown skeptical, when one has come to doubt the meaning of literature, it is useful to return to the sources and principal questions that comprise our basic attitude towards literature and its study. The question of the current state of thought about literature is reflected here by the prism of slowness and the culture of slow reading, together with a study of literature that opens our way to something we might have otherwise abandoned in the ‘rhythm of constantly renewed acceleration’. The first part of the study, dedicated to Benjamin’s reading of Kafka, focuses on several motifs, grouped around the idea of study and the idea of the image. He develops his interpretation of Kafka’s short stories, The New Advocate, and his reading of the photographic portrait of little Kafka, by reflecting on Benjamin’s tendency to introduce the subject in a circular manner, and through a method of interpretation that gradually approaches, interrupts and postpones, the methodological equivalent to slow reading, revolves around the conviction that the center of the thinking about literature is the understanding of literary works, his open movement, which can never reach a culminating understanding. The second part of the study, devoted to Opelík’s reading of Karel Čapek, deals with the philological footprint and philological impulse in the literary-historical works of Jiří Opelík: at the epicenter of literary research he inserts the poetic word, which like the history of his stratification is also a model of the historicity of understanding and the experience of time slowing down. Slowness, in the context of Opelík’s Čapek, receives numerous synonyms, some immediately implied (continuity and stability), others emerging from his Čapek reading spontaneously (service), and still others seeming to suggest themselves: loyalty. Loyalty to the author, a service rendered not only to him but also to the readers, to ongoing research, to the constancy of the contemporary reader’s interest. Opelíkʼs methods remain an element of confidentiality in relation to the studied work, which is both first and last instance of understanding, confidentiality based on the slow experience of reading.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.