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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název periodika

Journal of Pedagogy

ISSN

1338-1563

e-ISSN

—

Svazek periodika

11

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

21

Strana od-do

51-72

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85099755024