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The Content Analysis of Czech Initial Reading Textbooks in Terms of Phoneme Awareness
Al Haboubi, Lucie
The thesis presents psycholinguistic concept of literacy and the key role of phonemic awareness as a skill proceding reading. Based on the preschool curiculum documents and on the analyses of didactic material designated for the first weeks of school (called Živá abeceda) we found this: the resources either don't contain development of the skill at all or when they do, it's higly unsystematic - it does not respect the psycholinguistic characteristic of the word material, nor the structure of phonemic awareness development. We mention the possibilities of future research. Key words: phonemic awareness, pre-literacy skills, psycholinguistic concept of literacy, initial reading, analytic-synthetic method, language introductory period
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Reading comprehension of pupils in the second grade of elementary school
Kulhavá Vlachová, Lenka ; Kucharská, Anna (advisor) ; Špačková, Klára (referee)
The aim of this thesis is to assess the reading comprehension of pupils in the second grade of elementary school. This work focuses on possible existence of differences in reading comprehension of children taught using analytic-synthetic and genetic method. The content of this thesis is also a reading self-evaluation of these students. The theoretical part acquaints readers with the main topics related to the issue, with the help of available literature sources. It focuses particularly on issues of literacy, reading, reading comprehension, reading teaching methods, self-evaluation of reading, reader environment or reading diagnostics. Due to the research goals, for the practical part, quantitative methodology was used. The test battery includes two tests of reading comprehension and self-assessment questionnaire. Examination "We're going on a trip" is taken from a research project Reading comprehension- typical development and its risk. Other used methods are test "Hedgehog" and "Questionnaire reading for pupils in second year". These methods were created under the project Development of the reading literacy competencies in the inclusive education. The research sample includes 155 children attending the second grade of primary school (66 taught analytic-synthetic reading method and 89 genetic...
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Analytic-syntetic method of reading praktice and incidence of dyslexi a among primary school pupils
Hybnerová, Iva ; Felcmanová, Lenka (advisor) ; Kotvová, Miroslava (referee)
The theoretical part of the bachelor thesis includes knowledge gained from selected specialized literature dealing mainly with the topic of specific learning disabilities and especially with problems of dyslexia. There are described types of dyslexia, its impact on pupils lives and breathly something about history. It also covers in detail the theme of analytical-synthetic method of initial reading, which is still one of the most used methods of initial reading practice in the Czech republic. The practical part of the thesis consists of a research, which was realized by the method of questionnaire survey. Its purpose was to find out how many pupils with certain levels of dyslexia as a type of specific learning disabilities are in the first to fourth years at elementary schools, where reading is taught by an analytical-synthetic method. Research results found about 6.4% of pupils with varying degrees of dyslexia in the first four years of the research sample of schools, where reading is taught by the analytical- synthetic method. The analytic-synthetic method then emerges as the second best compared to the other two most commonly used methods of initial reading practice. KEYWORDS analytic-synthetic method, initial reading, dyslexia, specific learning difficulties
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Reading comprehension of pupils in the second grade of elementary school
Kulhavá Vlachová, Lenka ; Kucharská, Anna (advisor) ; Špačková, Klára (referee)
The aim of this thesis is to assess the reading comprehension of pupils in the second grade of elementary school. This work focuses on possible existence of differences in reading comprehension of children taught using analytic-synthetic and genetic method. The content of this thesis is also a reading self-evaluation of these students. The theoretical part acquaints readers with the main topics related to the issue, with the help of available literature sources. It focuses particularly on issues of literacy, reading, reading comprehension, reading teaching methods, self-evaluation of reading, reader environment or reading diagnostics. Due to the research goals, for the practical part, quantitative methodology was used. The test battery includes two tests of reading comprehension and self-assessment questionnaire. Examination "We're going on a trip" is taken from a research project Reading comprehension- typical development and its risk. Other used methods are test "Hedgehog" and "Questionnaire reading for pupils in second year". These methods were created under the project Development of the reading literacy competencies in the inclusive education. The research sample includes 155 children attending the second grade of primary school (66 taught analytic-synthetic reading method and 89 genetic...
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Reading lessons for children with learning disabilites at small school
Žaloudková, Jitka ; Wildová, Radka (advisor) ; Křivánek, Zdeněk (referee)
This master thesis deals with the questions of teaching the small school children to read. Particularly, there is paid attention to teaching children with reading disorders. The theoretical part of the thesis specifies the reading disorders and the methods of work which lead to the succesful training of the reading abilities. The practical part of the thesis subsumes working with children of the small school "ZŠ Josefa Suka" and the kindergarten "MŠ Křečovice,preparing materials for teaching reading to either children without any learning disabilites or those with disabilites and verifying the materials in practical training.
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Development of reading skills of pupils taught by analytic-syntetic and genetic method
Barešová, Pavlína ; Kucharská, Anna (advisor) ; Sotáková, Hana (referee)
Literacy as a knowledge of the written form of a language has nowadays an essential meaning for casual and successful function in the society. Nowadays, to be able to read and write is a must and mastering these abilities is considered as a matter of fact not as an extraordinary ability. The necessity of the functional literacy together with a demand on high level of the society intelligence lays considerable requirements on the child population. That results in a need for a higher effort to carry out measures which could lead to a reduction of number of children who are in danger of reading and writing malfunctions and reduction of bad readers. This dissertation is tied to my previous theses (2009 and 2010) in which I focused on finding the level of reading skills of pupils taught by analytic-synthetic method (hereafter as AS method) and genetic method (hereafter as G method) for the first time at the half of the first school year, for the second time at the end of the first school year and surveying differences in a progress of reading in a connection to the method of teaching. Moreover, I was dealing with difficulties and a progress of difficulties of reading and a way of reading of so called "problematic" pupils, i.e. pupils who started to have difficulties with reading during the period above...
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