How pupils with special educational needs (and not anly they) perceive imagery at the second stage of basic schools

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F13%3A00070756" target="_blank" >RIV/00216224:14410/13:00070756 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

How pupils with special educational needs (and not anly they) perceive imagery at the second stage of basic schools

Popis výsledku v původním jazyce

The chapter introduces results of a research of the understanding of fixed and artistic metaphorical denominations by pupils of the 8th grade of basic school. We examined the influence of a specific learning disorder (dyslexia), school results, the general understanding of texts, reading customs and gender on the level of understanding several well-known idioms and also a more extensive poetic image. Among the basic findings are an expected connection between skills of pupils and adequate responses andquite a numerous percentage of missing explanations of all types of metaphorical expressions. Certain differences, especially between boys and girls, and also among pupils with various reading experience, were found out in the ability of decoding fixed and original indirect denominations. When decoding a poetic image - unlike the explanation of fixed sayings - boys proved to be more skilful and more frequent readers.

Název v anglickém jazyce

How pupils with special educational needs (and not anly they) perceive imagery at the second stage of basic schools

Popis výsledku anglicky

The chapter introduces results of a research of the understanding of fixed and artistic metaphorical denominations by pupils of the 8th grade of basic school. We examined the influence of a specific learning disorder (dyslexia), school results, the general understanding of texts, reading customs and gender on the level of understanding several well-known idioms and also a more extensive poetic image. Among the basic findings are an expected connection between skills of pupils and adequate responses andquite a numerous percentage of missing explanations of all types of metaphorical expressions. Certain differences, especially between boys and girls, and also among pupils with various reading experience, were found out in the ability of decoding fixed and original indirect denominations. When decoding a poetic image - unlike the explanation of fixed sayings - boys proved to be more skilful and more frequent readers.

Druh

C - Kapitola v odborné knize

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

Z - Vyzkumny zamer (s odkazem do CEZ)

Rok uplatnění

2013

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

SIEGLOVÁ, N., ZÍTKOVÁ, J. et al. Handicap and Educating Pupils with Special Needs from the Viewpoint of Language and Literary Education

ISBN

9788021062818

Počet stran výsledku

15

Strana od-do

70-84

Počet stran knihy

115

Název nakladatele

Masarykova univerzita

Místo vydání

Brno

Kód UT WoS kapitoly

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