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International trends in reading strategy instruction and their possible application in Czech schools
Whitcroft, Ladislava ; Wildová, Radka (advisor) ; Hník, Ondřej (referee) ; Maňourová, Zuzana (referee)
TITLE: International trends in reading strategy instruction and their possible aplication in Czech schools. AUTHOR: Ladislava Whitcroft DEPARTMENT: Primary Education, Faculty of Education SUPERVISOR: prof. PaedDr. Radka Wildová, CSc. ABSTRACT: This study focus is based on detailed analysis of reading strategy instruction abroad and possible strategies for application in Czech schools. The theoretical part of the study brings definition to the term reading strategies, and it maps different approaches to reading strategy instruction on the basis of relevant international studies. The empirical part is based on qualitative case study research methods. It presents a description and analysis of two Czech teachers; both are distinctive advocates of reading strategy instruction in the Czech Republic. The study shows how their values get reflected in their approach to reading strategy instruction and how they influence the way these teachers scaffold comprehension of their pupils. The US programme CORI was chosen for detailed analyses as an example of an international research-proven programme. In the concluding part, the study summarises practical recommendation for future teachers' preparation (inclusion of systematic reading strategy instruction methods as well as drama teaching methods and instruction in...
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Development of the reader in sixth to nineth grades: basic reading strategies
Lavičková, Marie ; Hausenblas, Ondřej (advisor) ; Hník, Ondřej (referee)
The work deals with the development of readers at second stage of elementary schools with focus to basic reading strategies. Clarifies the concepts of functional literacy Reading literacy. Based on the international research PISA and PIRLS examines the state of reading Czech pupils. It monitors what is the representation of reading strategies in RVP ZV and looks at some of the group of textbooks if promote reading and encourage the use of strategies. The work examines what is the basic readership strategies, what is their application in teaching, what require this lesson for teacher and what are the possible pitfalls. Theoretical knowledge is verified by modeled lessons designed by tutorial course.
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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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Exploring the Process of Reading in Modern Standard Arabic
Složilová, Eva ; Ondráš, František (advisor) ; Zemánek, Petr (referee) ; Gažáková, Zuzana (referee)
(English) The dissertation presents the findings of a mixed method research project aimed at analysing the process of reading in Modern Standard Arabic. Think aloud method represents the main instrument for collecting qualitative data in the form of verbal reports that the students produce while taking a test of reading comprehension. The test is used as an instrument for distinguishing good and poor readers whose reading strategies are analysed using protocol analyses. The resulting codes of reading strategies are then categorized and their specificities are discussed at length. Key words: Modern Standard Arabic, Arabic as a second language, construct of reading, reading comprehension, proficiency testing, reading aloud, reading strategies, think aloud, verbal protocols, validity.
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Reading strategies in language arts lessons in grades 6-9
Petřičová, Kateřina ; Hausenblas, Ondřej (advisor) ; Klumparová, Štěpánka (referee)
The main goal of this dissertation is finding out, which reading skills should be developed by students of middle school, and by which methods, strategies, forms of class organisation, teaching aids and teaching procedures can be reading skills developed in five teaching lessons. The dissertation uses comparative method for finding skills for progress and application method in preparations, which will verify theoretical knowledge about efficiency of methods for progress of reading strategies and skills and described strategies for progress skills in practise. The research was oriented to skills from research PISA, specifically to inferying, information searching and appraisal of text. In five teaching lessons was developed inferying by strategy clarifying. Mild progress was noticed by information searching, which was developed by strategy identification of importance. By students was not developed appraisal of text by strategy of evaluation. To the main reasons of mild or any progress were also the methods. To the least efficient methods belonged I.N.S.E.R.T., which is oriented to information searching, and DRTA, which is oriented to appraisal of text. To the most efficient methods belonged Literature Circles and Modeling. For progress in reading skills were also efficient pair work, individualised...
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Use of the Interactive White Board in Literary education in the First Grade of Primary School
Šebková, Lucie ; Klumparová, Štěpánka (advisor) ; Hausenblas, Ondřej (referee)
The aim of this diploma thesis is mapping options of the use of the interactive whiteboard in the introductory part of Literature lesson called the evocation, based on formulated findings of needs and interests of the prepubescent reader summarized in the theoretical part. The practical part consists in comparison of teaching with and without the use of the interactive whiteboard, while the lesson plans are conceived in E-U-R model. The undertaken research shows that work with the interactive whiteboard in Literary lessons increase pupils'motivation to predict, makes modelling of reading literacy methods easier, improve vizualization of problematic places in the text and offers unconventional effective way of sharing pupils'ideas and artefacts. The benefit of this work is finding effective ways of the use of the interactive whiteboard in Literature lessons especially in the evocation part of lesson.
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Progress in Reading Literacy: Education Model based on Double-entry Diary method
Ronková, Jolana ; Wildová, Radka (advisor) ; Doležalová, Jana (referee) ; Kucharská, Anna (referee)
In this study, I analyse current studies to discover the common Double-Entry Diary points which result in reading literacy development and find the essential data which support this theory and describe the state of reading among Czech children from eight to fifteen years of age. Although reading literacy is a well-recognized feature of academic writing, little research has been undertaken as to its models. Because the purpose of reading is using the texts as efficiently as possible, teachers should use methods which allow a variety of active strategies. What we need is a sustained coordinated effort. In my study I focus on fourth-grade primary schools learners who have mastered the technique of reading and are ready to improve their understanding of the text and get an idea of what is hidden beyond the text. Its goal is to familiarize the reader with the reasons for effective education using the Double-Entry Diary method, which originated in the Reading and Writing for Critical Thinking International Consortium. This paper focuses on the issue of theoretical analysis of previous research and literature. It presents specific educational practices and deals with the consequences that lead to practical usage of this method. The research analysis indicates much strength in this teaching method. This...
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Readership of pupils taught by the genetic method
Ryšková, Julie ; Hausenblas, Ondřej (advisor) ; Klumparová, Štěpánka (referee)
112 ABSTRACT This thesis explores the influence of so called "genetic method of initial reading learning" for further readership of children in the third class of elementary school. The aim of this thesis is to compare children's results in individual monitored elements at both children taught earlier by so called "analytic-synthetic method" and those taught by the "genetic method" monitoring the impact of both methods on these results. The data obtained has been linked with the effects brought by individual teachers. Subsequently, proposals for each of the monitored classes were presented to optimize the reading skills development. The theoretical part contains the topics that are closely related to children's reading skills development. The practice part is based on the research leading to the fulfillment of the thesis objectives. A questionnaire for children and teachers was used as the main source of data. The conclusion summarizes the thesis learnings and points out its results showing positive impacts of "genetic method" combined with specific activities used by the teacher. In the conclusion, I refer also to the steps for further reading skills development proposed for each of the classes monitored, which can become an inspiration for all teachers who care about the children's reading.
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Developing Reading Skills among Students of Chinese as a Foreign Language
Válková, Eliška ; Zádrapa, Lukáš (advisor) ; Andrš, Dušan (referee)
5 ABSTRACT The present paper deals with the development of reading skills of adult learners of Chinese as a foreign language (CFL) in Czech language schools and its support provided by three different Chinese language course books. Even though there are various Chinese language course books available on the market, the attention these pay to reading comprehension and its development, is still rather limited. The present master thesis proposes classroom techniques which might be used to address this problem during CFL lessons. The first chapter presents findings and recommendations based on research into the development of foreign language reading skills in general, which are, in the second chapter, subsequently followed by a summary of research findings focusing specifically on teaching reading in CFL. The demands on course books raised by researchers in both fields are then applied to reading texts and accompanying exercises included in three pre-intermediate level CFL course books, New Practical Chinese Reader (Liu et al., 2002), Boya Chinese (Lǐ et al., 2005) and Discover China (Qi et al., 2010). The outcome of the the thesis consists of 21 designed lesson plans which propose solutions to some of the issues raised in the theoretical part of the thesis. The lesson plans indicate how course book texts...
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Working with Jiří Stránský's book Tales for little Clara in the kindergarten
Pelková, Radomíra ; Klumparová, Štěpánka (advisor) ; Hausenblas, Ondřej (referee)
The thesis deals with the possibilities of developing emergent literacy, especially story comprehension, with preschool children using selected methods of critical thinking. The theoretical part is devoted to the ways of developing passion for reading and reading literacy in preschool education, it pursues the possibilities of using some of the methods of the RWCT programme (Reading and Writing for Critical Thinking) in working with books in the educational process of the kindergarten. It further describes the development of chidren of preschool age and reading strategies that can already be cultivated at this age. The practical part describes the project Working with Jiří Stránský's book Tales for little Clara that is based on didactic application of its texts intended for preschoolers. The project makes use of selected methods of the RWCT programme. Research using the method of structured interview finds out how methods of critical thinking can influence story comprehension among five-year-old children. It evaluates and interprets the findings from the beginning and the end of the project implementation, compares the determined levels of story comprehension in a group of girls and in a group of boys. The outcomes of the research show a considerable improvement of comprehension following the...
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