Vliv čtenářských strategií na rozvoj porozumění v předškolním věku

Eva Koželuhová; Ondřej Koželuh

doi:10.14712/25337890.3151

Vol. 7 No. 2 (2023): Literacy and preliteracy - developing literacy skills Research study

The Influence of Reading Strategies on the Development Of Comprehension in Preschool Age

PhDr. Eva Koželuhová, Ph.D., ¹ Mgr. Ondřej Koželuh, ²

Pedagogická fakulta, Katedra preprimární a primární pedagogiky Univerzita Karlova
Pedagogická fakulta, Ústav výzkumu a rozvoje vzdělávání Univerzita Karlova

DOI: https://doi.org/10.14712/25337890.3151

Vliv čtenářských strategií na rozvoj porozumění v předškolním věku (Czech)

Abstract

The paper deals with the topic of developing the comprehension of preschool children in nursery school to the stories that are read to them. The aim of the research was to fi nd out how the comprehension of the read texts is infl uenced by the intentional use of reading strategies by the teacher in an effort to facilitate children’s comprehension. The survey was conducted in a mixed design. The research sample consisted of children aged 3–6, from 11 kindergartens in the Czech Republic (N = 113). Data were obtained during October and November 2021 through structured participatory observation using an observation sheet, video analysis, and interviews with children’s teachers. The results showed that the use of reading strategies led to an increase
in the development of some dimension of comprehension and overall interest in books and vzděláreading for all children in all age groups monitored. At the same time, reading strategies suitable for children aged 3–4, and also for children aged –-6 were identifi ed.

Keywords preschool education reading strategies preliteracy text comprehension

References

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Gavora, P. (2018). Čtení dětem v rodině: Výzkum důvodů, parametrů a praktik. Pedagogická orientace, 28(1), 24–45. DOI 10.5817/pedor2018-1-25 Open DOI Search in Google Scholar
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Oakhill, J. V. (1982). Constructive processes in skilled and less-skilled comprehenders’ memory for sentences. British Journal of Psychology, 73, 13–20. Search in Google Scholar
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Pentimonti, J.M. & Justice, L.M. (2010) Teachers’ use of scaffolding strategies during read alouds in the preschool classroom. Early Childhood Education Journal, 37, 241–247. DOI 10.1007/s10643-009-0348-6 Open DOI Search in Google Scholar
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Snow, C. E. (2002). Reading for understanding: toward an R&D program in reading comprehension. Rand. Search in Google Scholar

[1] Altmanová, J., Faltýn, J., Nemčíková, K., & Zelendová, E. (Eds.). (2010). Gramotnosti ve vzdělávání: [příručka pro učitele]. Výzkumný ústav pedagogický. Search in Google Scholar

[2] Ankrum, J. W., Genest, M. T., & Belcastro, E. G. (2014). The power of verbal scaffolding:“Showing” beginning readers how to use reading strategies. Early Childhood Education Journal, 42(1), 39–47. DOI 10.1007/s10643-013-0586-5 Open DOI Search in Google Scholar

[3] Blom-Hoffman, J., O‘Neil-Pirozzi, T., Volpe, R., Cutting, J., & Bissinger, E. (2007). Instructing parents to use dialogic reading strategies with preschool children: Impact of a video-based training program on caregiver reading behaviors and children‘s related verbalizations. Journal of Applied School Psychology, 23(1), 117–131. DOI 10.1300/J370v23n01_06 Open DOI Search in Google Scholar

[4] Burris, S. E., & Brown, D. D. (2014). When all children comprehend: increasing the external validity of narrative comprehension development research. Frontiers in Psychology, 5, 168. DOI 10.3389/fpsyg.2014.00168 Open DOI Search in Google Scholar

[5] Cibáková, D., & kolektiv autorů. (2019). Metodika rozvíjení čtenářské a matematické pregramotnosti dětí v mateřské škole. Univerzita Palackého. Search in Google Scholar

[6] Duke, N. K., & Pearson, P. D. (2009). Effective practices for developing reading comprehension. Journal of Education, 189(1–2), 107–122. DOI 0.1177/0022057409189001-208 Search in Google Scholar

[7] Durkin, D. (1993). Teaching them to read. Massachusetts Allyn. Search in Google Scholar

[8] Fellowes, J., & Oakley, G. (2010). Language, Literacy and Early Childhood Education. Oxford University Press. Search in Google Scholar

[9] Gavora, P. (2018). Čtení dětem v rodině: Výzkum důvodů, parametrů a praktik. Pedagogická orientace, 28(1), 24–45. DOI 10.5817/pedor2018-1-25 Open DOI Search in Google Scholar

[10] Leix, A. (2006). Transkripce audionahrávek v kontextu etickém, metodologickém a technickém (Disertační práce). Brno: Fakulta sociálních studií Masarykovy Univerzity. Dostupné https://is.muni.cz/th/q5dpu/ Search in Google Scholar

[11] Maňourová, Z., Štefánková, Z., Laibrt, L., Garabíková Pártlová, M., & Bílková, Z. (2019). Začleňování čtenářské pregramotnosti do pedagogické práce učitelů MŠ. Gramotnost, pregramotnost a vzdělávání, 3(2), 21–46. Search in Google Scholar

[12] McNamara, D. (Ed.). (2007). Reading comprehension strategies theories, interventions, and technologies. Lawrence Erlbaum Associates. Search in Google Scholar

[13] Nádvorníková, H., Svobodová, E., Švejdová, H., & Vítečková, M. (Ed.). (2019). Čteme si, hrajeme si, poznáváme...: Metodika čtenářské pregramotnosti. Pedagogická fakulta JU. Search in Google Scholar

[14] National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientifi c research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U. S. Government Printing Office. Search in Google Scholar

[15] Oakhill, J. V. (1984). Inferential and memory skills in children’s comprehension of stories. British Journal of Educational Psychology, 54, 31–39. Search in Google Scholar

[16] Oakhill, J. V. (1982). Constructive processes in skilled and less-skilled comprehenders’ memory for sentences. British Journal of Psychology, 73, 13–20. Search in Google Scholar

[17] Osada, N. (2004). Listening comprehension research: A brief review of the Past Thirty Years. Dialogue. 3, 53–56. Search in Google Scholar

[18] Pentimonti, J.M. & Justice, L.M. (2010) Teachers’ use of scaffolding strategies during read alouds in the preschool classroom. Early Childhood Education Journal, 37, 241–247. DOI 10.1007/s10643-009-0348-6 Open DOI Search in Google Scholar

[19] PPUC-OVU-tým. (2021). Čtenářská, matematická a digitální gramotnost v uzlových bodech vzdělávání. Výstup projektu Podpora práce učitelů (PPUČ). Národní pedagogický institut. Search in Google Scholar

[20] Roberts, K. L. (2013). Comprehension strategy instruction during parent–child shared reading: An intervention study. Literacy research and instruction, 52(2), 106–129. DOI 10.1080/19388071.2012.754521 Open DOI Search in Google Scholar

[21] Shanahan, T. (2005) The National Reading Panel Report. Practical Advice for Teachers. Learning Point Associates/North Central Regional Educational Laboratory (NCREL) Search in Google Scholar

[22] Smolíková, K. (2021) Rámcový program pro předškolní vzdělávání. Praha: MŠMT Search in Google Scholar

[23] Snow, C. E. (2002). Reading for understanding: toward an R&D program in reading comprehension. Rand. Search in Google Scholar

Gramotnost, pregramotnost a vzdělávání

Abstract

References

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