Silent Reading Comprehension in Fifth Grade Pupils

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F17%3A10372416" target="_blank" >RIV/00216208:11410/17:10372416 - isvavai.cz</a>

Výsledek na webu

<a href="http://pages.pedf.cuni.cz/gramotnost/files/2018/06/Gramotnost_03_Hozdorova_Kucerova.pdf" target="_blank" >http://pages.pedf.cuni.cz/gramotnost/files/2018/06/Gramotnost_03_Hozdorova_Kucerova.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Silent Reading Comprehension in Fifth Grade Pupils

Popis výsledku v původním jazyce

The submitted contribution is an introduction to a research study that focussed on the charting of the mode of silent reading comprehension of fifth year students. Attention is paid to the theoretical concept of the national reading diagnostics by advised practice that more closely introduces the silent reading test. It is this test that is the subject of modification and examination in our research, which is hereafter described as the phenomenon of silent reading. Next follows the introduction of the research methodology, including the aims, useful methods, introduction of sample and experi-mental questions that will follow up with the description of research findings. The data acquisition took place through group administration. The research was conducted through a collaboration with eight elementary schools and 127 fifth year students took part in the research study. Statistically significant differences were established from the view-point of a) gender (girls scored higher than boys in the explicit score in the original version of the test) and b) the effect of handwriting, where we can speak of marginal statistic significance (the students who write in traditional cursive score higher in silent reading than the students writing in Comenia Script in the implicit score in the new test version).

Název v anglickém jazyce

Silent Reading Comprehension in Fifth Grade Pupils

Popis výsledku anglicky

The submitted contribution is an introduction to a research study that focussed on the charting of the mode of silent reading comprehension of fifth year students. Attention is paid to the theoretical concept of the national reading diagnostics by advised practice that more closely introduces the silent reading test. It is this test that is the subject of modification and examination in our research, which is hereafter described as the phenomenon of silent reading. Next follows the introduction of the research methodology, including the aims, useful methods, introduction of sample and experi-mental questions that will follow up with the description of research findings. The data acquisition took place through group administration. The research was conducted through a collaboration with eight elementary schools and 127 fifth year students took part in the research study. Statistically significant differences were established from the view-point of a) gender (girls scored higher than boys in the explicit score in the original version of the test) and b) the effect of handwriting, where we can speak of marginal statistic significance (the students who write in traditional cursive score higher in silent reading than the students writing in Comenia Script in the implicit score in the new test version).

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2017

Kód důvěrnosti údajů

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

Název periodika

Gramotnost, pregramotnost a vzdělávání

ISSN

2533-7882

e-ISSN

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Svazek periodika

1

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

11

Strana od-do

55-65

Kód UT WoS článku

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EID výsledku v databázi Scopus

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