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Reading comprehension among pupils at third grafe of elementary schools
Jindrová, Barbora ; Kučerová, Olga (advisor) ; Kucharská, Anna (referee)
The present thesis deals with the issue of reading comprehension of pupils in the 3rd grade of elementary school taught by the Sfumato reading method. The thesis is divided into a theoretical and a practical part. The theoretical part introduces the concepts of reading, some sub-skills for the development of reading comprehension. We also describe some reading methods used in Czech education, focusing more on the Sfumato reading method. The last chapter is devoted to a reflection on the influence of distance learning on the acquisition of reading by beginning readers. The practical section presents research whose primary aim was to describe the typical developmental level of reading 3rd grade students taught using the Sfumato reading method. The secondary aim was to compare the average performance of pupils of this method with the analytic-synthetic and genetic methods. The research sample consisted of 45 pupils of the 3rd grade of the Sfumato method from a total of 3 primary schools in the Czech Republic. The pupils were administered the PorTex diagnostic battery. The empirical part is divided into descriptive and analytical parts. The descriptive part focuses on the description of the developmental picture of pupils of the 3rd year of the Sfumato method in reading skills. In the analytical part,...
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Morfological and phonological awareness as predictors of reading literacy
LIETAVCOVÁ, Martina
The dissertation is engaged in reading pre-literacy difficulties from the point of view of psychological and psycholinguistic, particularly the factors that influence the development of reading literacy before children start to attend elementary schools. The aim is to analyze the factors which are considered as fundamental to the development of pre-reading skills, and above all it emphasizes phonological and morphological factors. Morphological factors seem to be applicable in transparent, consistent orthographic systems, that also include the Czech language environment. The empirical part presents the results of quantitative survey made with some children before starting their elementary education. It is followed by thorough longitudinal examination of pupils when the influence of morphological reading skills is observed. The results showed that the influence of morphological awareness in the Czech language environment is comparable to the predictable effect of phonological awareness. However, both types of the predictors appear in a different way, according to various reading parameters. Phonological awareness is closely related to decoding (especially to the speed of reading), on the other hand morphological awareness is related to reading comprehension. While testing the child´s comprehension, two various circumstances were distinguished, loud and quiet reading. While reading loud the position of morphological awareness is a lot more dominant compared to the position of phonological awareness. By the appearance, the predictable effect of morphological and phonological awareness was changing if the two predictors were studied individually or as the set of all the used predictors. The study of research helps to recognize the "backward" children having big problems with morphological skills that can endanger their further development of reading. The results have been put in context along with the professional Czech and foreign literature data.
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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 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 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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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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Connection between reading and writing as basic literacy skills in the 2nd and 3rd grade of elementary school
Jindrová, Barbora ; Kučerová, Olga (advisor) ; Kucharská, Anna (referee)
This bachelor thesis is concerned with connections of reading and writing skills with pupils of 2nd and 3rd grades at primary school. The bachelor thesis is divided into theoretical and practical part. The theoretical part is focused on introduction of several concepts of reading and writing, the context of the silent and the loud reading, the difference between the cursive writing and the Comenia Script writing type. Several foreign reasearchers, which are presented in this thesis, are related to the connection between reading and writing. Last chapter of the theoretical part is methodological focusing on the definition of the content of curriculum of 2nd and 3rd grade at primary school. The practical part consists of a research which main focus is to describe the connection between reading and writing skills and to discover the influence of writing types and gender on the performance in reading comprehension. The reasearch sample was conprised of 271 pupils of 2nd and 3rd grades attending 9 primary schools in the Czech Republic. The pupils were assigned a test of silent reading with comprehension Velcí kamarádi or Jedeme na výlet and a writing test Pravopisný test I. The empirical part is composed of the descriptive and the analytical part. The descriptive part is focused on the description of...
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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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Connecting Language Skills and Reading Development - Reading Comprehension
Jahodová, Anna ; Seidlová Málková, Gabriela (advisor) ; Richterová, Eva (referee)
Our research follows up longitudinal study of doc. PhDr. Gabriela Seidlová Málková, Ph.D. on Faculty of humanities, Charles University. In the years 2010-2012 four subsequent research of 127 preschool children age 3,5 - 5,5 years took place. In 2017 we succeeded in searching for 40 children attending at that time 5th class in elementary school. We captured current abilities of that children, especially reading. Our interest was to investigate decoding and reading comprehension. In agreement with previous research results we found out, that reading comprehension relates statistically significantly to decoding skill, listening comprehension, vocabulary, language awareness and nonverbal intelligence (all in elementary school). Based on the tests in nursery school, we divided children to three groups, and we described two outer - more (Comparative group) and less (Deficit group) language equipped. We traced reading profiles of these two groups in elementary school (5th grade). Keywords: language skills, reading literacy, reading comprehension, reading abilities, diagnostics of reading, development of reading skills, decoding
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Encouraging students with dyslexia to read
Benešová, Denisa ; Volemanová, Marja Annemiek (advisor) ; Bartoňová, Miroslava (referee)
The master thesis is focused on the reading and reading literacy of studentes with specific reading difficulty - with Dyslexia. The target group are students of the second level of primary school. The theoretical part focuses on the definition of the specific learning difficulty, expecially on Dyslexia. It follows not only a general definition and an etiology but also diagnostics in school practice. The center of interest is mainly the support of this group of pupils at school. This text presents the charakteristics of the reading skills and reading and reading literacy that contribute to school success. The thesis is to investigace the support of the reading at primary school. The empirical part is based on the analysis of the quantitative research data. The research focuses on the concept of reading, which is aimed at students of the second level of primary school, while the actual analysis follows possible nuances in the self-assessment component of the students representing the norm and students with Dyslexia. The aim of the research is to capture the current relationship of students to reading with regard to the nature of the support provided. The results of the survey correspond to theoretical findings from professional sources - pupils with dyslexia often consider themselves as weaker...
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