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Development of Reading Literacy in the Context of Multiculturality
Matějíček Rozsypalová, Martina ; Wildová, Radka (advisor) ; Burkovičová, Radmila (referee) ; Maňourová, Zuzana (referee)
The thesis deals with part of the educational reality of schools with Polish as the language of instruction, which form the specifics of schools in the Moravian-Silesian region. The theoretical part of the thesis defines the basic concepts associated with reading literacy and presents two research projects in the field of initial reading literacy. Attention is also paid to the school and the teacher as factors in the development of children's reading literacy. Description of Polish national education with a focus on 1.-5. year of compulsory education is followed by a content analysis of school educational programs, the aim of which was to describe the form of inclusion of the subject Czech language in these documents and processing of outputs in relation to domains, resp. dimensions of learning objectives in the curriculum for the 2nd year. The research survey, which seeks to answer the question of how teachers develop initial reading literacy in Czech language lessons in the 2nd year of schools with Polish as the language of instruction, found that formative assessment and activities supporting pupils' creativity did not appear in varied teaching. On the basis of inquiry-based instruction, methodological recommendations are formulated and concepts of lessons are presented, which incorporate...
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Measuring value-added in education
Potužníková, Eva ; Greger, David (advisor) ; Veselý, Arnošt (referee) ; Ježek, Stanislav (referee)
Value-added measurement is a general term for a variety of approaches that assess school effectiveness based on their students' learning progress. In the context of growing interest in monitoring educational achievement, value-added is gaining importance as a fairer measure of school contribution to student learning. The aim of this work is to give an overview of main approaches to value-added measurement and to prove their applicability in the Czech education system. Value-added is measured by statistical models that rely on the method of linear regression but vary in how they model the school effects and which independent variables they use. Value-added scores estimated by nine different models are compared in the empirical part of this work. The study uses data of 3016 students from 141 basic schools assessed in grades 4 and 6 in the Czech Longitudinal Study in Education (CloSE). Value-added estimates differ from average raw test scores and from effectivity estimates obtained from models that account for the students' socio-demographic characteristics but not for their prior test achievement. School effects obtained from different value-added models are highly correlated, but simple regression models classify more schools into groups with above-average or below-average value-added. Simple...
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Working with educational literature in Kindergarten
Steklá, Martina ; Laufková, Veronika (advisor) ; Koželuhová, Eva (referee)
The focus of this master's thesis is the methodological development and implementation of four thematically focused weekly lessons, using educational literature in a preschool setting. The objective is to motivate children's interest in educational books and in acquiring new knowledge through books. The thesis presents an integrative model of reading pre-literacy in relation to educational literature, by interconnecting all the components of a child's activities in a preschool setting, applying critical-thinking methods in a three-phase learning framework (E-R-R - Evocation, Realization of Meaning, Reflection), and using reading strategies designed to enhance the experience of learning from educational books. The theoretical section is concerned with reading literacy. It focuses on reading pre-literacy and an integrative model of reading pre-literacy in relation to educational literature, the importance of exposure to books in preschool, the use of critical thinking methods and reading strategies, the use of educational books, and characteristics of the preschool child when working with educational literature. The practical section is based on action research design, which consists of the implementation of four thematically focused weekly lessons designed to arouse children's interest in...
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Secondary school pupils' interpretation of the text Šťastná babyka by Daisy Mrázková
Šinkovičová, Patricie ; Laufková, Veronika (advisor) ; Komberec, Filip (referee)
The diploma thesis follows up the interpretation of a selected work of literature for children and youth by pupils of the secondary school. This thesis is divided into two parts - theoretical and empirical. The aim of the theoretical part is to anchor the concept of interpretation in the school environment based on the concept of reading literacy. The starting point for the second, empirical part of the work is the analysis of curricular documents anchoring the concept of interpretation (RVP ZV) in relation to the planned lesson, during which the research is carried out. The empirical part is conceived as a qualitative research that will answer specific research questions, including the interpretation of the main characters, the sound of the text and the naming of impressions from reading. The aim of the research is to cover and describe possible interpretations of the text Šťastná babyka by Daisy Mrázková from the point of view of the pupils of the secondary school. The research sample consists of eighteen pupils in the eighth grade of seondary school with extended language teaching. There are ten boys in the research sample, two of them with different mother language, and eight girls. The work Šťastná babyla by the author Daisy Mrázková was chosen with regard to the age of the pupils and their...
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Development of Reading Literacy at School: Action Research
Kolářová, Michaela ; Laufková, Veronika (advisor) ; Starý, Karel (referee)
In the theoretical part, the diploma thesis deals with the concept of reading literacy and its definition, development, meaning, and the factors that have influenced it. In the next part, the areas and levels of reading literacy and the stages of its development are characterized. Furthermore, its development using various methods is described and individual conditions are indicated, the fulfillment of which affects increasing the level of student skills. In the next section, individual reading skills and strategies are described. Next, the theoretical part also focuses on the results of international research (PIRLS, PISA, and PIACC) with an emphasis on the results of Czech pupils. The analysis of reading literacy in the framework national curriculum program of primary education concludes the theoretical part of the work. The practical part is divided into two sections, in which attention is paid to action research and its forms. Pedagogical action research is at the forefront of interest. The next part focuses on determining the level of reading skills of second-grade elementary school students using a pre- test. After the students' results were established in the test, lessons were implemented with activities to develop reading skills, the process of which is described in individual chapters....
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Development reading literacy by project in primary school
Janusová, Petra ; Wildová, Radka (advisor) ; Rychlíková, Marie (referee)
This thesis open the problematics of reading literacy and its development by project teaching. Dissertation is divided into two parts - theoretically and practically. In the first part there is described foundation of projects and project teaching, its history and advantages of its technique. Another topic is reading literacy, especially different concepts and ways of development by RWCT, creative drama and project teaching. Particular project is described in empiric part. Pupils of third class at primal school were observed during project. Qualitative and quantitative research is used in this thesis. The aim of research is influence of project teaching on pupil's motivation during the work with reading matter.
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Development of the reading literacy of children with mild mental disabilities
Kobesová, Alena ; Zemková, Jaroslava (advisor) ; Šumníková, Pavlína (referee)
The theme of this diploma thesis is the development of literacy of pupils with mild intellectual disability. This thesis is divided into 5 parts. The key words such as literacy, reading literacy, pupil with a mild intellectual disability and schooling of pupils with mild intellectual disability, are described in the first four parts. Chapter number five is the empirical part of the thesis. The aim of this thesis is to find out the level of the reading literacy of pupils with mild intellectual disability at the school for mentally retarded children. A handbook supporting the development of the reading literacy for pupils with mild intellectual disability has been written based on this result. Methods of quantitative research have been used to obtain the final results. One of the research instruments was also a nonofficial test of reading literacy that has for its purpose to determine the level of the reading literacy of mildly mentally disabled pupils. KEYWORDS pupil, literacy, reading literacy, reading literacy test, mild intellectual disability, school for mild mentally retarded pupils
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Poor readers
Rusnáková, Kristýna ; Presslerová, Pavla (advisor) ; Kucharská, Anna (referee)
The bachelor thesis deals with the topic of poor readers in the context of reading comprehension. Poor readers are diverse group of readers, who are inferior to normal-reading peers in various aspects of reading. Reading comprehension is crucial skill in the process of acquiring, learning and using informations from every area of human activity. The aim of this thesis is to generally map the concept of poor readers and to identify specific problems shown by poor readers in reading comprehension tests. The theoretical part presents the concepts of mapping the issue, such as literacy, educational methods, reading comprehension. The main part focuses on the characteristics and specifics of poor readers in the context of the simple view of reading. Apart from this, other types of readers such as dyslectisc and poor comprehenders are described and compared to poor readers. The practical section is based on GAČR project - Reading comprehension - typical development and its risks, carried out by PedF UK, in which I took part. The objective is to analyze decoding and reading comprehension test results of fourth graders. This study attempts to identify a group of children with both decoding and reading comprehension difficulties (usually referred to garden variety poor readers). Moreover, the decision will...
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Multicomponent learning tasks in chemistry
Trčková, Kateřina ; Solárová, Marie (advisor) ; Čtrnáctová, Hana (referee) ; Sirotek, Vladimír (referee)
The main goal of this dissertation was to create and verify own multicomponent tasks of interdisciplinary character based on analysis of types of tasks occured in international research. Newly created multicomponent learning tasks were classified by task type, solution form, cognitive demands and task variety. Tasks of the same form were ordered to pairs, their difficultness, vulnerability and rate of success were verified. Multicomponent learning tasks were assigned verbally or nonverbally (charts, tables or pictures). Closed jobs (ordering items, matching items, multiple choice questions, true/false questions) and open jobs (wide-answer items, short-answer items) were used in complex of tasks. Rate of success of individual tasks was processed by non-parmetric statistical Wilcoxon test based on form, gender and type of study. Research survey was complemented by pupils' self- reflection questionnaires and teachers'questionnaires about testing process. Key words Multicomponent learning task, taxonomy of learning task, scientific literacy, reading literacy, self-reflective questionnaire.
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Morning letter as a tool for promoting reading and literacy
Jelínková, Eliška ; Poche Kargerová, Jana (advisor) ; Vallin, Petra (referee)
This Master's Thesis deals with the Morning Letter from the program Step by Step as a possible tool for developing reading literacy. The theoretical part deals with the definition of reading literacy, the individual components and its anchoring in the Framework Education Program for Elementary Education. Thesis compares the key competences set out in the Framework Education Program for Elementary Education with reading literacy and explains their relationship and the importance of their equal development. It also describes one of the key program in this area, the program Reading and Writing for Critical Thinking, and its methods of developing reading literacy. It also deals with program Step by Step and the development of reading literacy as its component. Thesis focuses mainly on the Morning Letter as a possible reading strategy. The practical part is based on observations and interviews with teachers from the program Step by Step and their experience with Morning Letters and which forms of them are confirmed to be useful and how is perceived its overlap in reading literacy. It also includes a set of Morning Letters applied in mainstream class and their analysis and reflection in terms of reading literacy. Based on this analysis thesis it also contains a few designs of Morning Letters emerging...
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