Developing Reading Literacy in the Second Class Pupils at Primary School

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F19%3A73597900" target="_blank" >RIV/61989592:15410/19:73597900 - isvavai.cz</a>

Výsledek na webu

<a href="https://obd.upol.cz/id_publ/333177786" target="_blank" >https://obd.upol.cz/id_publ/333177786</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Developing Reading Literacy in the Second Class Pupils at Primary School

Popis výsledku v původním jazyce

The paper is devoted to the area of reading literacy and its development in the second year of primary school. In an international PIRLS assessment study, which identifies and assesses the level of reading literacy of primary school pupils, pupils do not achieve satisfactory results in terms of understanding the subject matter. It has become a challenge for us to devote to carrying out research that is beneficial, innovative to developing reading literacy. Specifically, we focus on understanding text with respect to its multi-level breakdown, while stimulating cognitive functions. We point out the necessity of cognitive functions in the reception of text and their reflection in individual levels of understanding of the text. On this basis, we offer a new approach that is based on the assumption that if we stimulate cognitive functions and when we relate language and cognitive processes, we are more effective in learning the ability of the pupil to understand the text at each level. The theoretical background of the research problem solving, as the systematic stimulation of cognitive functions for the development of the text comprehension level of primary school pupils, is based on the underlying postulates of cognitive linguistics, the theory of text comprehension from the perspective of various experts and the theory of speech, cognitive and metacognitive development of the child. In relation to the research methodology, the psychological theory of mediated constructivism, the realization of a qualitative research paradigm, the qualitative research process, and the qualitative analysis and interpretation are of relevance to us.

Název v anglickém jazyce

Developing Reading Literacy in the Second Class Pupils at Primary School

Popis výsledku anglicky

The paper is devoted to the area of reading literacy and its development in the second year of primary school. In an international PIRLS assessment study, which identifies and assesses the level of reading literacy of primary school pupils, pupils do not achieve satisfactory results in terms of understanding the subject matter. It has become a challenge for us to devote to carrying out research that is beneficial, innovative to developing reading literacy. Specifically, we focus on understanding text with respect to its multi-level breakdown, while stimulating cognitive functions. We point out the necessity of cognitive functions in the reception of text and their reflection in individual levels of understanding of the text. On this basis, we offer a new approach that is based on the assumption that if we stimulate cognitive functions and when we relate language and cognitive processes, we are more effective in learning the ability of the pupil to understand the text at each level. The theoretical background of the research problem solving, as the systematic stimulation of cognitive functions for the development of the text comprehension level of primary school pupils, is based on the underlying postulates of cognitive linguistics, the theory of text comprehension from the perspective of various experts and the theory of speech, cognitive and metacognitive development of the child. In relation to the research methodology, the psychological theory of mediated constructivism, the realization of a qualitative research paradigm, the qualitative research process, and the qualitative analysis and interpretation are of relevance to us.

Druh

D - Stať ve sborníku

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

Rok uplatnění

2019

Kód důvěrnosti údajů

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

Název statě ve sborníku

ICERI2019 Proceedings

ISBN

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ISSN

2340-1095

e-ISSN

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Počet stran výsledku

10

Strana od-do

6499-6508

Název nakladatele

International Association of Technology, Education and Development (IATED)

Místo vydání

Madrid

Místo konání akce

Seville

Datum konání akce

11. 11. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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