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1

Poznawczy paradygmat rozumienia tekstu jako potencjalna metoda do badań nad stereotypowym wnioskowaniem

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Piber-Dąbrowska K.
Psychologia Społeczna
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2008
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vol. 3
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issue 1(6)
41-53
EN
This article looks at spontaneously-performed stereotypical reasoning based on a set of information that is linked thematically but informally (i.e. not under logical principles). First the typical experimental approach of social psychology is presented, meaning the approach in which a stereotype is one of the premises allowing a valid, albeit not necessarily true, conclusion to be drawn. The main body of the article presents the cognitive paradigm of text comprehension, which enables the skill of informal reasoning to be tested – or more specifically, the building of a situational model via the integration of information obtained with previously possessed knowledge (in the form of a stereotype, for example, or another heuristic). This method seems to be appropriate for testing the kind of stereotypical reasoning in which the stereotype is not a necessary premise for drawing conclusions, but rather an additional factor that may disrupt the ability to reason based on the premises given (especially in individuals who possess a stereotype). The appropriateness of using the text comprehension method for studying this sort of stereotypical reasoning is then discussed, based on the example of the author’s research.
2

THE THEORY AND PRACTICE OF TEXT COMPREHENSION DEVELOPMENT

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Toth B.
Magyar Nyelvor (Hungarian Language Guardian)
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2006
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vol. 130
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issue 4
457-469
EN
In the first part of the paper, the author discusses the changes that the notion of 'reading' has undergone in the past few decades, with special regard to the way 'literacy' is understood in the PISA surveys; then, she gives an overview of the most important components and factors of reading skills on the basis of the models of Laszlo Toth, Jozsef Nagy, and Ferenc Lenard. She also reviews - referring to studies published in other countries, mainly in the United States - the most important prerequisites of the development of text comprehension, touching upon characteristics of the Hungarian situation with respect to some factors. She writes more in detail about reading comprehension strategies and possible ways of teaching them, given that this is a fairly little known area in this country, even though in the States it has been a research topic for the past thirty years or more. The final part of the paper - making no claim for completeness - includes text comprehension exercises and techniques whose regular use may advance a successful development of children's comprehension skills, their turning into reasoning and strategic readers, active and reflective learners.
3

DEVELOPMENT OF EARLY LITERACY SKILLS: A COMPARISON OF TWO EARLY LITERACY PROGRAMMES

75%
Petrová Z., Zápotočná O., Urban K., Urban M.
Pedagogický časopis (Journal of Pedagogy)
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2020
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vol. 11
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issue 2
51 – 72
EN
The aim of the present study is to monitor the effectiveness of a new conception of early literacy curriculum (in force since September 2016) which provides – unlike the previous one – a wide range of purposeful literacy practices and literacy events. The study compares graduates of previous early childhood literacy curriculum (tested in June 2016) with children who attended kindergarten in the years 2016-2019. Several indications of early literacy development were selected especially those that are culturally more sensitive, i.e. are significantly shaped by the social environment offering the broad spectrum of reading experiences. The results show statistically significant relationship of story listening comprehension with comprehension monitoring and narrative production, especially at the level of understanding the implicit meaning. The most profound group differences were found again in narratives and implicit meaning comprehension. On the other hand, no differences were found in indicators of phonemic awareness, comprehension monitoring and understanding the explicit meaning. The results are discussed in terms of their implications to educational practice.
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