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

Results found: 13

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  reading literacy
help Sort By:

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

Creative Teaching Methods for Developing Reading Literacy in Teaching Process

100%
Kauliņa A., Zīriņa T.
Ad verba liberorum
|
2010
|
vol. 2
|
issue 1
92-101
EN
Reading a text is very important at any age in any sphere of life. Some children have serious problems in reading and sometimes they are encouraged to read more and faster in order to prove the quality of their reading skills, however, rate and understanding do not always correlate.Skills to understand and analyse the text are of primary importance in reading process. Usually the first reading experience is acquired during elementary school when children master their basic reading skills and form their attitude to reading.Skills to understand the text is one of the basic requirements for successful study process. Understanding of the text and reading skills do not only mean relating the text to spoken words and merging letters in words; they also imply skills to understand, analyse and evaluate the written text.The aim of the study is to analyse creative teaching methods of reading literacy in pedagogical process and to make recommendations for adults to improve children's reading skills.Materials and methods include an analysis of literature on pedagogy and psychology of Latvia and abroad.Literature analysis reflects different methods that can be used in pedagogical process to train reading skills by exercising various activities and resources. Literacy and especially understanding of the text is directly influenced by the environment where the child lives and learns, as well as educational systems, traditions, opportunities and personal goals.The article analyses reading problems for individuals with dyslexia or reading disabilities. Children with dyslexia have difficulties in understanding the correlation between the letter and the sound and merge letters together to form a word. These children need individual approach to training reading skills.Different strategies can be used to improve the understanding of the text and in that way raise literacy of children in general. The principle of creativity serves as a reliable basis of creative methods. There are different creative methods of teaching literacy which can be used in pedagogical process in order to train children reading skills by exercising different activities and resources. The main methods are "READS" method, "CAPS" method and "KWL" strategy.
2
Publication available in full text mode
Content available

The Reader and Reading Culture from the Perspective of Student Teachers

88%
Vicherková D., Malach J.
The New Educational Review
|
2022
|
vol. 69
95-106
EN
This study aimed at discovering the characteristics of non/traditional readers that can be used to formulate a typology and identify students’ attitudes towards reading for pleasure. It also deals with the social context influencing students’ reading culture. The questionnaire survey was conducted on 381 students at the Faculty of Education, University of Ostrava. The results showed that students who read for more than one hour a day prefer to read books in paper form, including textbooks, over reading electronic books, multimedia texts or playing on computers and consider themselves traditional readers. Non-traditional readers use critical thinking methods to understand texts and prefer a multimedia format for texts when reading for pleasure over playing computer games, reading e-books, and reading paper-based books. The study also points to the growing importance of the evolving multimedia reading culture in the era of the 4.0 Industrial Revolution.
3
Publication available in full text mode
Content available

Актуальные вопросы преподавания литературы в информационную эпоху

75%
Антипова А.
Conversatoria Litteraria
|
2018
|
issue 12
67-76
PL
The article analyzes the actual questions of teaching literature in a Modern Information-Learning Environment: reading; textbooks on literature; lesson; organization of research work of pupils; extracurricular activities; the role (mission) of the teacher-linguist. The textbooks on literature, created with the direct participation of the author of the article are separately described. Their content and methodological apparatus help to organize the informative and cognitive activity of the pupils.
4

Reading Acquisition Among 5- to 6-Year-Old Children in the Programme of Compulsory Preparation for School

75%
Zariņa S.
Discourse and Communication for Sustainable Education
|
2010
|
vol. 1
|
issue 1
93-108
EN
Abstract In the context of compulsory education for 5-6 year-old children, the question about reading acquisition is one of fundamental concerns for both pre-school teachers and parents. This article examines the methods of reading acquisition frequently applied in preschool, discusses the situation and teachers’ view of reading acquisition in pre-school in Latvia and provides suggestions for reading literacy development of 5-6 years old children based on the keystones of sustainable development. The article is a contribution in the construction of a theoretically grounded and sustainable model of reading acquisition for 5-6 year-old children meeting global educational challenges and Latvian local needs.
5
Content available remote

Pojetí a rozvoj čtenářské pregramotnosti v předškolním období

75%
Kropáčková J., Wildová R., Kucharská A.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
|
2014
|
vol. 24
|
issue 4
488–509
EN
The focus of this paper is on pre-reading literacy, which is considered to be an important part of lifelong learning. The foundations of reading literacy, other literacies, character features, and motivation for learning are set mainly in the pre-primary age. The aim of this study is to describe the approach to pre-reading literacy in Czech education, analyse the terminology changes and summarize the research outcomes focused on the concept of pre-reading literacy, and its support and development in home environment. In the first part, the authors focus on the terminology changes, its use in Czech pre-school education, and specify the terminology from the point of view of literacy development and in the context of the current Czech pre-school curriculum. The second part presents outcomes of Czech pre-reading literacy research. The third part discusses the possibilities to include the above mentioned topics into the curriculum of pre-school teachers at Faculty of Education at Charles University in Prague. It also mentions other ways to make the pre-school development more effective as it is considered to be one of the key periods in the development of reading literacy. Further on, the authors explain the preference for the term pre-reading literacy. They also highlight why it is necessary to approach pre-reading literacy in a complex way, not only in research, but also in teacher training and in pre-school education in general.
6
Publication available in full text mode
Content available

Link Between Adult Literacy and Participation in the Labour Market: Central European Region

75%
Dudaitė J., Dačiulytė R.
The New Educational Review
|
2022
|
vol. 67
43-55
EN
Human capital, together with financial and material resources, is an important factor in the economy of society. Human capital can be defined in different ways, but knowledge, abilities, skills, competences, or literacy, in general, are essential parts. It can be said that literacy is the cornerstone of human capital. According to the basic principles of the theory of employment, factors such as education, gender, age, health, marital status, and emigration have a major impact on participation in the labour market. However, in scientific discourse, there is a strong emphasis on these factors and the importance of literacy. However, there is a lack of studies specifically analysing the links between literacy and participation in the labour market. In particular, it is important to analyse whether literacy is equally important for participation in the labour market in different regions and countries. This article analyses the link between participation in the labour market and literacy in the Central European region. Six Central European countries are analysed based on the International Survey of Adult Skills OECD PIAAC. An analysis of the main parameters showing how a person participates in the labour market suggests there is a link between a person’s literacy and their working status, type of employment contract, managerial position, and economic sector.
7
Publication available in full text mode
Content available

Projekt Zvýšení kvality vzdělávání žáků, rozvoje klíčových kompetencí, oblastí vzdělávání a gramotností: práce s písňovými texty při rozvoji čtenářské gramotnosti

63%
Schacherl M., Wildová Z.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
|
2018
|
vol. 9
|
issue 2
54-68
EN
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
8
Content available remote

Slabí čtenáři v kontextu porozumění čtenému - přehledová studie

63%
Presslerová P., Rusnáková K.
E-psychologie (E-psychology)
|
2015
|
vol. 9
|
issue 1
29-41
EN
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.
CS
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.
9
Publication available in full text mode
Content available

Od kompetencí k obsahům

63%
Šebesta K., Hedin T.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
|
2019
|
vol. 10
|
issue 2
115-122
EN
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.
10
Publication available in full text mode
Content available

Srozumitelnost českého odborného a úředního textu — proč se jí zabývat a jak ji měřit

63%
Chromý J., Cinková S., Šamánková J.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
|
2021
|
vol. 12
|
issue 1
38-52
EN
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.
11
Publication available in full text mode
Content available

Stimulation of Children’s Text Comprehension in Primary Education – On One Educational Strategy

63%
Liptáková Ľ., Cibáková D.
Journal of Preschool and Elementary School Education
|
2014
|
issue 6
67 - 80
EN
The paper explores the possibilities for developing reading comprehension by a pupil in primary education in the Slovak Republic. The need for scientific research into developing reading literacy in Slovakia, with its educational implications, is growing as a result of the unsatisfactory state of the current educational context. In this paper, we present an educational strategy focused on the development of comprehension of an informational text in primary school pupils. The strategy is based on the outcomes of previous research on the effectiveness of developing text comprehension on the basis of parallel stimulation of linguistic and cognitive processes. The presented stimulation programme offers a model for school education and for teachers how to proceed with the systematic development of comprehension of an informational text. At the same time, we offer the presented strategy for developing the reading literacy of a pupil for comparison with educational strategies in different countries.
12
Publication available in full text mode
Content available

PISA: czytanie, rozumienie, rozumowanie i - nieporozumienia

62%
Biedrzycki K.
Polonistyka. Innowacje
|
2020
|
issue 12
53-70
EN
The article is a synthetic presentation of the assumptions and results of the PISA study. The article discuses methodology of assessment, ways of doing it and forms of tasks. Particular attention is paid to the main field from the year 2018, i.e. the under standing of the text being read. Basic concepts related to the text, the situation of the reader, and the act of reading were explained. The following sections discuss the results, ta king into account other areas (mathematics, life sciences), historical changes and comparisons with other countries. The results of contextual research were also presented, which give the opportunity to examine the climate of Polish schools, teaching methods, and students’ well-being. Finally, a proposal for the interpretation of the results is presented.
PL
Artykuł stanowi syntetyczne przedstawienie założeń i wyników badania PISA. Omówione są metodologia badania, sposób jego przeprowadzania, formy zadań. Szczególną uwagę poświęca się dziedzinie głównej z roku 2018, czyli rozumieniu czytanego tekstu. Zostały wyjaśnione podstawowe pojęcia związane z tekstem, sytuacją czytelnika, aktem lektury. W dalszej części omówiono wyniki, z uwzględnieniem pozostałych dziedzin (matematyka, nauki przyrodnicze), zmian w ujęciu historycznym oraz porównań z innymi krajami. Przedstawione zostały również wyniki badań kontekstowych, które dają możliwość przyjrzenia się klimatowi polskiej szkoły, sposobom nauczania, dobrostanowi uczniów. Na koniec została przedstawiona propozycja interpretacji wyników.
13
Publication available in full text mode
Content available

Sprawność czytania w praktyce nauczania języka polskiego jako obcego (na przykładzie języka biznesowego)

51%
Oczko P.
|
2020
|
vol. 68
|
issue 10
61-71
EN
This article is an attempt to analyse the teaching materials and aids dedicated to learning Polish for Specific Purposes (Business Polish), with particular reference to the methods and means for reading literacy. The first part briefly discusses the strategies used for teaching generic language. The second part presents the results of the analyses and goes through the strategies used for teaching language for Specific Purposes.
PL
W artykule została poruszona kwestia rozwijania sprawności czytania w materiałach do nauczania polskiego języka biznesowego. Przeprowadzone analizy bardzo wyraźnie pokazują, że teksty zawarte w podręcznikach stanowią głównie bazę do nauczania gramatyki. Ponadto brakuje koncentracji na sprawności czytania jako umiejętności językowej samej w sobie. Nauczaniu języków specjalistycznych przyświeca idea podejścia komunikacyjnego (tę tendencję można dostrzec w nowszych podręcznikach do nauki języka biznesowego). Prowadzi to do konkluzji, że w praktyce glottodydaktycznej nauczanie języka biznesu nie różni się znacząco od nauczania języka ogólnego, w obu przypadkach stosowane są te same metody dydaktyczne.
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.