Determining the Level of Reading Literacy of Primary School Pupils in the Context of the Curriculum in the Czech Republic
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F22%3A73616494" target="_blank" >RIV/61989592:15410/22:73616494 - isvavai.cz</a>
Výsledek na webu
<a href="http://dx.doi.org/10.21125/edulearn.2022.1582" target="_blank" >http://dx.doi.org/10.21125/edulearn.2022.1582</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/edulearn.2022.1582" target="_blank" >10.21125/edulearn.2022.1582</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Determining the Level of Reading Literacy of Primary School Pupils in the Context of the Curriculum in the Czech Republic
Popis výsledku v původním jazyce
Reading and reading literacy are necessary prerequisites for the development of key competencies. At the same time, reading can enrich a person and can be considered one of the forms of mental hygiene. That is why reading skills need to develop from an early age. The primary role for development is played by the family, and secondarily by the primary school. The development of reading literacy in the primary school environment takes place across subjects. Building a relationship with reading comes mainly through active reading, while internal motivation is important. At the Faculty of Education of Palacký University in Olomouc (Czech Republic), research was carried out in 2020, which followed two previous researches and its aim was to analyze the level of reading competencies of 3rd class of elementary school pupils in connection with the current curriculum, the Framework Education Programme for Elementary Education. The research sample consisted of 213 pupils of the 3rd class of elementary school in the Czech Republic. Through a didactic test, individual categories of reading literacy were evaluated, such as reading comprehension, text judgment, metacognition and text application. Within the quantitative research, a research problem was formulated, linked to the levels of reading literacy in compatibility with the outputs of the curricular document, namely in the educational area of Language and communication. In this context, the differences between girls and boys in the monitored variables were also monitored. Although proprietary research tools were used for the research survey, these tools were created on the basis of defined categories of test items used in international PIRLS surveys. For this reason, the data obtained are very valuable and can be used for further research in this area.
Název v anglickém jazyce
Determining the Level of Reading Literacy of Primary School Pupils in the Context of the Curriculum in the Czech Republic
Popis výsledku anglicky
Reading and reading literacy are necessary prerequisites for the development of key competencies. At the same time, reading can enrich a person and can be considered one of the forms of mental hygiene. That is why reading skills need to develop from an early age. The primary role for development is played by the family, and secondarily by the primary school. The development of reading literacy in the primary school environment takes place across subjects. Building a relationship with reading comes mainly through active reading, while internal motivation is important. At the Faculty of Education of Palacký University in Olomouc (Czech Republic), research was carried out in 2020, which followed two previous researches and its aim was to analyze the level of reading competencies of 3rd class of elementary school pupils in connection with the current curriculum, the Framework Education Programme for Elementary Education. The research sample consisted of 213 pupils of the 3rd class of elementary school in the Czech Republic. Through a didactic test, individual categories of reading literacy were evaluated, such as reading comprehension, text judgment, metacognition and text application. Within the quantitative research, a research problem was formulated, linked to the levels of reading literacy in compatibility with the outputs of the curricular document, namely in the educational area of Language and communication. In this context, the differences between girls and boys in the monitored variables were also monitored. Although proprietary research tools were used for the research survey, these tools were created on the basis of defined categories of test items used in international PIRLS surveys. For this reason, the data obtained are very valuable and can be used for further research in this area.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2022
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
EDULEARN22 Proceedings
ISBN
978-84-09-42484-9
ISSN
2340-1117
e-ISSN
—
Počet stran výsledku
5
Strana od-do
6711-6715
Název nakladatele
International Association of Technology, Education and Development (IATED)
Místo vydání
Madrid
Místo konání akce
Palma de Mallorca
Datum konání akce
4. 7. 2022
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
—