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
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Czech description
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Classification
Type
J<sub>SC</sub> - Article in a specialist periodical, which is included in the SCOPUS database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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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
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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
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EID of the result in the Scopus database
2-s2.0-85099755024