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Using Reading Strategies to Develop Reading Comprehension at
IBLOVÁ, Eva
The dissertation deals with the development of reading comprehension through reading strategies at elementary school. The theoretical part introduces the basic RWCT methods and other activation methods to use in Czech language and literature lessons. Another topic is the result of the Czech pupils in the international researches PISA and PIRLS. The research part deals with teachers' attitude to the reading strategies, their development and their attitude to using them in the school practice. The practical part is a set of worksheets for pupils that include reading strategies and therefore support the development of reading comprehension.
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Reading cubes and their role for reading pre-literacy development
Waldaufová, Petra ; Laufková, Veronika (advisor) ; Ronková, Jolana (referee)
This thesis focuses on work with reading cubes and with game named Story Cubes. It deals with possibilities how to use it to support reading literacy, understanding of text and speech development of pre-school children. The theoretical part first introduces characteristics of preschool children and describes reading literacy development in preschool age. Then it deals with principles of work with reading cubes and Story Cubes and with possibilities to use it in kindergarten. The thesis also includes a practical part which suggests other usage options for reading cubes. There are created specific lessons with reading cubes for preschool children, which follow the rules and recommendations mentioned in the theoretical part. These lessons were repeatedly implemented at kindergarten to be able to observe reading literacy development of each child in time. The hypothesis that preschool children can use selected reading strategies while working with reading cubes, and at the same time, these readership activities support the interest of children in books and related activities, proved to be correct. These children also expanded their vocabulary and improved expressing abilities through Story Cubes activities. KEYWORDS reading pre-literacy, reading cubes, Story Cubes, pre-school education, kindergarten
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Silent reading comprehension among pupils at the fifth grade of basic schools
Hoždorová, Zuzana
My thesis is about mapping of silent reading mode with understanding among students at five grade of basic school. The thesis is divided into two parts - the theoretical part and empiric part. In the theoretical part the thesis is focused on the theory of silent reading, comprehension of what we read and you can find the description of context of listening versus the silent reading there. The attention is focused on approaches to reading, the diagnostic of reading and the preconditions which are projected into reading. The empiric part is based on two levels of settled aims - the primary aim and the secondary aim. The adaptation of the test of the silent reading, We are going on a trip, is the primary aim. In terms of this aim we will investigate discriminatory and reflective value of the test at the fifth classes. The thesis is engaging in itemized analysis of individual questions of test. You can read there about dynamics of the development from the side of student's progress at the start and end of the school year. In terms of secondary aim the results were processed by quantitative methodology and it is discussed from the view of the pattern of reading (usual writing and Comenia Script) and from the view of gender. The evaluation of differences between the original version and new one of the...
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Self-evaluation of reading
Bezecná, Andrea ; Kucharská, Anna (advisor) ; Presslerová, Pavla (referee)
This diploma thesis investigates the question of the development of reading skills and their relationship with the self-concept of an individual. The teoretical part describes a development of reading literacy from the view of language, because a development of reading closely depends on a language, in which an individual learns to read. Also, it describes a development of reading literacy from the view of variables, which can be found inside of an individual and his environment. Next, we focus on the development of self-concept and self-evaluation, and we describes the specifics of self- evaluation of reading at the end. In the empirical part, we analyse data that were obtained from an Research project of the GAČR, which was carried out in 2013-2015 by members of the working group at the Department of psychology and other specialist from the Department of primary pedagogy and Czech language on College of Education at Charles University in Prague. We analysed of a reading self-evaluation questionnaire of pupils in 3rd and 4th grade of primary school and we compare their scores in the questionnaire with their achievement in a couple of grammar tests which measure two basic components of reading - understanding and decoding. At the end we show examples of case studies of pupil with high and low...
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Reading comprehension of digital versus printed texts at ninth grade students at primary schools
Hájková, Veronika ; Slussareff, Michaela (advisor) ; Lorenz, Michal (referee)
v anglickém jazyce Title: How the students of the 9th grades of elementary schools understand the digital versions of texts comparing to the printed ones. Goal: The dissertation aims at drawing the comparaison between the digital and the printed versions of the identical materials. The research was held in a number of selected schools. The materials were presented via personal computers, tablet personal computers and in printed versions. Our goal is to determine the differences among all the three kinds of media in terms of understanding the presented texts. Procedure: The essay is primarily based on the historical and the present days research of comprehensive reading. It also follows the bachelor essay written in 2014. Output: The theoretical processing of basic terms and the review of both the previous and the latest outcomes of the scientific literature. The most important part of the essay were focus on the research and the subsequent assessment of the findings. The research itself was preceded by a pre - research. The essay included the qualitative research which was reached through one of the comprehension test methods. The students were provided with the questionnaire comprising questions. The text was distributed both in the digital and in the printed versions.
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Role of illustration in understanding a text at primary school
Cimerová, Barbora ; Hausenblas, Ondřej (advisor) ; Reissner, Martin (referee)
The aim of this thesis is to explore the region of illustrations in the books for children and youth not only from the illustration itself, but also in the context of the relationship of illustration and text. The theoretical part deals with the development of the illustrations, visual and reading literacy and areas of reading comprehension. It touch upon topics of the maps of learning progress. The thesis bringing the possibilities of work with illustrations in lessons of literature education at primary school. The practical part of the thesis fucuses on the particular teached hours of literary education in the first, third and fifth grade, in which the work with illustrations with the aim of text comprehension is used. Furthermore, the practical part brings a range of other interesting books suitable for similar work in lessons of literary education to the reader. Keywords: Illustration, books for children and youth, reading comprehension, literary education, reading literacy
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Reading comprehension in children with autism spectrum disorder in 6th and 9th grade
Nováková, Hana ; Sotáková, Hana (advisor) ; Kucharská, Anna (referee)
The submitted thesis deals with the matter of reading comprehension in pupils with autism spectrum disorders. The thesis is divided into the theoretical and empirical part. In the theoretical part we dealt with the issue of autism spectrum disorders, constituent diagnoses and the triad of disrupted areas. Further into thesis we presented the reader the fundamental cognitive theories which explain exhibitions within the range of autism spectrum disorders. Towards the end of thesis we dealt with reader's literacy with special emphasis on reading comprehension. The second part presents empirical research aimed at ascertainment of reading comprehension in pupils with autism spectrum disorders. The research sample consisted of sixth and ninth grade pupils diagnosed with Asperger syndrome from both primary and grammar school. The sample was supplemented with a control group which comprised intact pupils of the same grades. For the purposes of this study there were created new tests focusing on the level of reading comprehension. The first test aimed at reading comprehension with regard to silent reading, the second test observed reading comprehension in terms of loud reading. Methodology was further supplemented with the Strange Stories test ascertaining the level of theory of mind. The crucial part of...
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Strategy of predicting and its role in teaching literature in primary schools
Jamburová, Tereza ; Hausenblas, Ondřej (advisor) ; Klumparová, Štěpánka (referee)
The thesis deals with predicting, as one of the basic reading strategies applied through out the reading lessons in primary school. The major objective of this study is to identify the main principles of successful application of this strategy in the field, in the terms of all three involving aspects: the teacher, the student and the text. The thesis consists of a theoretical and empirical part. The theoretical part defines the key principles of the mental process when the reader is making predictions. This part deals with the theoretical framework and analyzes related terms to that issue. The practical part presents gathered data from the action research that involves plans of model reading lessons aimed at the strategy of predicitng and my own teaching practice that has been finally reflected. The results of this research provide some support for teachers who decide to implement the strategy into their literature lessons. KEYWORDS didactics of literature, early literacy, reading literacy, reading strategies, reading comprehension, predicting, critical thinking
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Reader's perception of printed and displayed text
Piskáčková, Klára ; Drobíková, Barbora (advisor) ; Bouda, Tomáš (referee)
(in English): This thesis is conceived as a metareview of research on differences in perception, understanding and retention of text on various display media. It summarizes the results of the most interesting and most relevant research on this topic conducted since the 80s to the present. Even though it is difficult to summarize the results of individual studies, mainly because of differences in research methodology and differently chosen tested samples, we can say that the main finding of this metareview is that display technologies that are available these days have no negative effect on eye fatigue, reading speed, perception, understanding or retention of text. Theoretical part of this thesis is followed by practical part that consists of three short experiments performed on a small sample of participants. First of those experiments studies differences in reading comprehension and retention among high school students, second experiment focuses on differences in reading speed on different media and subjective evaluation of eye fatigue, and the third experiment is an online form about subjective preferences of study materials among learners.
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Reading comprehension in children at risk of learning difficulties
Bláhová, Veronika ; Kucharská, Anna (advisor) ; Špačková, Klára (referee)
The aim of this thesis was to evaluate the level of reading comprehension in children at risk of developing grammar difficulties. The main goal consisted of assessing the performance and children's success in two experimental groups (with impaired speech development and the familial risk of dyslexia) and one control group (individuals with typical speech development) at the Test of Reading Comprehension based on the YARC diagnostic scale (Hulme et al., 2009). Additionally, we also observed the performance of children throughout a longer period of time. Consequently, it enabled us to compare the performance of children in the original test with the results of the Test of Reading and Comprehension by M. Caravolas and J. Volín (2005), which was administered two years later. Further analysis reveal that the individuals with the impaired speech development performed significantly worse than the children with familial risk of dyslexia whose performance was very much on the same level as the ones with typical speech development. Additionally, we found out that the performance of children in terms of comprehension does not change significantly during their development. The results of this study may be beneficial both for specialists and parents who may obtain a better understanding of their children's...
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