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Application of reading strategies in the development of reading literacy in the 3rd - 4th year of elementary school
SOBOTKOVÁ, Marie
The diploma thesis entitled Application of reading strategies in the development of reading literacy in the 3rd - 4th year of primary school deals with the application of reading strategies through created worksheets. The work is divided into theoretical and practical parts. The theoretical part is focused on defining functional literacy, reading literacy and working with reading strategies. The practical part is focused on the creation of worksheets with the application of reading strategies and a focus on reading comprehension for pupils in the 3rd - 4th grades of elementary school.
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The Use of Fairy tales and the Development of Pre-literacy Through the Eyes of Parents
Jindrová, Vendula ; Ferklová, Alžběta (advisor) ; Loudová Stralczynská, Barbora (referee)
This Bachelor Thesis deals with the use of fairy tales and the development of pre-literacy by parents of preschool children. The thesis is dividend into a theoretical and a practical part. The theoretical part focuses on fairy tales, their origin, characteristic features and their influence on children's development. It also focuses on pre-literacy and its developmnet in children of preschool age. In the practical part, answers to research questions will be sought in the form of questionnaire for parents of preschool children. The goal is to find out how and how often parents of preschool children use fairy tales at home. Furthermore, the goal is to determine whether parents only use fairy tales passively or actively, and to investigate whether parents are aware of the influence of literature on children's development. Then, based on the answers obtained, create methodical material - a manual with suggested activities that parents could apply to (almost) any fairy tale and which supports better use of fairy tales in a family environment. With the help of this supportive material, parents would be able to work with fairy tales better and more efficiently, and thus would specifically support the development of pre- literacy in their children. The effectiveness of this tool in the family environment...
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Possibilities of the development of reading preliteracy for children in the speech therapy class of the kindergarten
Palkovská, Markéta ; Komorná, Marie (advisor) ; Kotvová, Miroslava (referee)
The diploma thesis deals with the topic of the possibilities of developing reading literacy for children in a speech therapy class of kindergarten. The aim of the thesis is the analysis and implementation of the possibilities of developing reading preliteracy as well as the analysis of selected book titles that can have a positive influence on the development of preliteracy for children in kindergarten. In the theoretical part are defined terminological concepts related to reading literacy, its strategies and possibilities of development on the basis of the literature. It also defines current Framework Education Programm for Preschool Education. It also introduces the critical thinking programme and the three-phase learning model E-U-R. In the empirical part, are presented case studies of five selected participants of the research investigation who are children with impaired communication skills attending a speech therapy class of a kindergarten in Třinec. The research investigation was conducted in a qualitative form based on case studies, which represent an analysis of the realized lesson focused on pre-reading literacy with the selected participants of the investigation, the definition of goals, expected outcomes of children and their subsequent fulfillment. The realized lesson was divided into...
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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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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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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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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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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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Use of Lapbook to Develop Reading Pre-Literacy in Preschool Children
Matoušová, Jaroslava ; Laufková, Veronika (advisor) ; Ronková, Jolana (referee)
This diploma thesis deals with the Lapbook teaching method and its use to develop reading literacy for preschool-age children. The aim is to develop a deeper understanding of the text read by children and their creation of their own interactive book. The work presents an integrative project that is to stimulate children's interest in literature, understanding the story through appropriately selected activities and get acquainted with the entire process of making a Lapbook. The work is divided into theoretical and practical part. The theoretical part characterizes in general reading literacy, reading pre-literacy and its anchoring in the Framework Educational Program for Preschool Education. Furthermore, the characteristics of the period in terms of the child's development and the development of reading skills, the factors influencing reading, such as the influence of family or kindergarten, and the prerequisites for the development of reading literacy. The topic is also the importance of the book for preschool children and reading strategies with a focus on the E - U - R model (evocation - awareness of meaning - reflection). Finally, it deals with the definition of the Lapbook teaching method and instructions for its production. The practical part is based on action research, which was focused on...
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