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Development of Early Literacy Skills: A Comparison of Two Early Literacy Programmes

The result's identifiers

  • Result code in IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13530%2F20%3A43895750" target="_blank" >RIV/44555601:13530/20:43895750 - isvavai.cz</a>

  • Result on the web

    <a href="https://content.sciendo.com/view/journals/jped/11/2/article-p51.xml" target="_blank" >https://content.sciendo.com/view/journals/jped/11/2/article-p51.xml</a>

  • DOI - Digital Object Identifier

    <a href="http://dx.doi.org/10.2478/jped-2020-0011" target="_blank" >10.2478/jped-2020-0011</a>

Alternative languages

  • Result language

    angličtina

  • Original language name

    Development of Early Literacy Skills: A Comparison of Two Early Literacy Programmes

  • Original language description

    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. 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.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database

  • CEP classification

  • OECD FORD branch

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Result continuities

  • Project

  • Continuities

    I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Others

  • Publication year

    2020

  • Confidentiality

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Data specific for result type

  • Name of the periodical

    Journal of Pedagogy

  • ISSN

    1338-1563

  • e-ISSN

  • Volume of the periodical

    11

  • Issue of the periodical within the volume

    2

  • Country of publishing house

    DE - GERMANY

  • Number of pages

    21

  • Pages from-to

    51-72

  • UT code for WoS article

  • EID of the result in the Scopus database

    2-s2.0-85099755024