J 2016

The preparedness of pupils in primary school education to use reading as a tool of knowledge

ZEZULKOVÁ, Eva and Martin KALEJA

Basic information

Original name

The preparedness of pupils in primary school education to use reading as a tool of knowledge

Authors

ZEZULKOVÁ, Eva (203 Czech Republic, guarantor, belonging to the institution) and Martin KALEJA (203 Czech Republic, belonging to the institution)

Edition

Multidisciplinary Journal of School Education, Krakow, Jesuit University Ignatianum in Krakow, Abat Oliba CEU University in Barcelona, 2016, 2543-8409

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50302 Education, special

Country of publisher

Poland

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

RIV identification code

RIV/47813059:19510/16:A0000087

Organization unit

Faculty of Public Policies in Opava

Keywords in English

literacy; communications jurisdiction; reader’s literacy; pupil in primary level; pupil with light mental disability; pupil with average intelligence; socially disadvantaged pupil; processes of understanding; reader’s intentions

Tags

International impact, Reviewed
Změněno: 9/3/2020 01:23, doc. PhDr. et PhDr. Martin Kaleja, Ph.D.

Abstract

V originále

Article presents problems reader's literacy within the context of communication competence. It focuses in detail on the processes of reading comprehension and reading intentions in the selected group of school-aged pupils of various kinds of primary school education. Scientific pedagogical, special educational and psychological knowledge are supplemented by an interpretation of results of current research findings. Comparative analysis procedure was used to assess an educational progress in pupils of 3rd classes in the selected areas of literacy. There were described the strengths and weaknesses of the educational reality related to the curricular postulates. Based on the results of the research there were submitted proposals and measures for the special educational theory and practice at a general, legislative and curriculum leveL.