The level of reading literacy in pupils at the end of the first grade of elementary school

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F18%3A73599793" target="_blank" >RIV/61989592:15410/18:73599793 - 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

The level of reading literacy in pupils at the end of the first grade of elementary school

Popis výsledku v původním jazyce

The beginning of school attendance is an important landmark in the life of any child. Starting school changes the child’s previous way of life, social position, and activities. The child learns to be a schoolchild, and by means of appropriate teaching methods moves from the area of games to the area of learning and acquires new competencies. Reading, which in principle is understanding the characters of written speech, whether printed or handwritten, is one of the two components of human literacy. In the process of learning, these two components act jointly on a principle that could be simply described as a process from the meaning to the character, and from the character to the meaning. A child who is writing moves the meaning directly to the characters (encoding); a child who is reading picks the meaning from these characters (decoding). These cognitive abilities need to be learned. The process of reading and writing is a complex cognitive process that consists of many sub-processes, which gradually become automatic during the process of learning. This fact inspired us to perform a deeper analysis to identify which reading competences pupils have after one year of study at elementary school. In the research, the main objective of which was to identify and evaluate the level of reading literacy in children at the end of the fi rst grade of elementary school, the authors considered the fact that in Czech schools, the training of elementary reading uses the principles of three basic methods: analytical-synthetic, genetic, and Sfumato blended reading. The research method was a non-standardized achievement test which focused on various components of reading literacy. The research involved a total of 341 children, of whom 287 were taught using the analytical-synthetic method, 24 by the genetic method, and 30 by the Sfumato blended reading method. The data was interpreted with respect to the research variables; the results were discussed in the context of education in elementary schools.

Název v anglickém jazyce

The level of reading literacy in pupils at the end of the first grade of elementary school

Popis výsledku anglicky

The beginning of school attendance is an important landmark in the life of any child. Starting school changes the child’s previous way of life, social position, and activities. The child learns to be a schoolchild, and by means of appropriate teaching methods moves from the area of games to the area of learning and acquires new competencies. Reading, which in principle is understanding the characters of written speech, whether printed or handwritten, is one of the two components of human literacy. In the process of learning, these two components act jointly on a principle that could be simply described as a process from the meaning to the character, and from the character to the meaning. A child who is writing moves the meaning directly to the characters (encoding); a child who is reading picks the meaning from these characters (decoding). These cognitive abilities need to be learned. The process of reading and writing is a complex cognitive process that consists of many sub-processes, which gradually become automatic during the process of learning. This fact inspired us to perform a deeper analysis to identify which reading competences pupils have after one year of study at elementary school. In the research, the main objective of which was to identify and evaluate the level of reading literacy in children at the end of the fi rst grade of elementary school, the authors considered the fact that in Czech schools, the training of elementary reading uses the principles of three basic methods: analytical-synthetic, genetic, and Sfumato blended reading. The research method was a non-standardized achievement test which focused on various components of reading literacy. The research involved a total of 341 children, of whom 287 were taught using the analytical-synthetic method, 24 by the genetic method, and 30 by the Sfumato blended reading method. The data was interpreted with respect to the research variables; the results were discussed in the context of education in elementary schools.

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

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

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

2

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

13

Strana od-do

41-53

Kód UT WoS článku

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EID výsledku v databázi Scopus

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