The goal of this Master's thesis was to support the development of the practice of reading and literacy especially of students of the lower primary school by my own and verified methods. I have observed the development of the children's relationship to reading and their reading skill as long as there was focus on reading and further activity with poems in class in lower primary school. I have also observed the extent, to which is reading of poems and activities related to it supported by reading books, how students work with the text and what they learn by this work. My thesis has among other activities focused on the necessity and contribution of children's recital a dramatization of poetry. I have worked with children from 1st, 2nd, 3rd, and 5thgrades of elementary school and also from the 1st grade of 8-year high school, within the scope of literature class, a so-called reading class, within the scope of literary - dramatical branch of art elementary school and drama in education. On the basis of this thesis I can state that working with poetry has significance for a discovery or an establishment of a relationship to reading and understanding of a text for students of the afore mentioned classes. The children have gained an experience with methods, leading to the mentioned objectives; they have...

This thesis deals with the use of innovative teaching methods and instructional strategies to support and develop literacy at the first grade of primary school. The theoretical part describes the changes in education related to curricular reform, also the change the objectives and the content of education towards the formation and development of key competencies, to prepare students for real life. This paper introduces the concept of contemporary Czech language and literature, its inclusion in the National Curriculum for Basic Education. The theoretical part focuses on the concept of literacy, reading literacy defined criteria. It also discusses the methods of critical thinking, which contribute to the development of reading skills. It also describes the course "Promoting literacy", which the author of the thesis completed in 2011. Research section presents action research, where the author verifies the theoretical knowledge of new specific methods and instructional strategies to promote literacy in practice. Research validates the effectiveness of innovative methods in terms of the development of key competencies for learning in terms of reading literacy criteria. It also examines whether these methods contribute to the education of students, whether helping to meet the objectives of cognitive...

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...

This diploma thesis deals with the reading of pupils with hearing impairment, popularity of reading books at the 2nd level of primary school for the hearing impaired based on their specifics, which arise from their disability. Firstly, the thesis is devoted to reading literacy and reading in general, its anchoring in education and the view of hearing impairment in two disciplines. The thesis also describes the best-known research on reading literacy and reading. After that, reading and reading literacy topics are closely focused on pupils with hearing impairment, which is also closely related to the issue of acquiring the language of the majority among people with hearing impairment also due to the differences between Czech language and Czech sign language. Furthermore, the analysis of data and interpretation of the results of the research carried out at primary schools for the hearing impaired by means of questionnaires for pupils and their teachers is included. Some of the specifics typical for deaf pupils in relation to reading can be deduced from the outcomes of the research, but also the same elements that were found when compared with the research of reading by the hearing pupils in the Czech Republic.

In der Arbeit wird die Lesekompetenz von SchülerInnen in Hörgeschädigtenschulen untersucht. Es werden Verfahren genutzt, die im Rahmen der aktuellen Bildungsevaluation nach der PISA- und IGLU-Studie zum Einsatz kommen. In den drei durchgeführten Teiluntersuchungen ist die Klasse des Berliner Schulversuchs als Beispiel eines bilingualen (d. h. gebärden-, laut- und schriftsprachlichen Unterrichts) beteiligt: a) 49 hörgeschädigte ViertklässlerInnen werden mit Hilfe einer IGLU-Textaufgabe untersucht. b) Es wird die VERA-Deutscharbeit 2005 von 57 hörgeschädigten ViertklässlerInnen evaluiert. c) Eine schulweite Studie zur Lesekompetenz an der Ernst-Adolf-Eschke-Schule wird vorgestellt, in der 34 zumeist hochgradig hörgeschädigte Viert- bis NeuntklässlerInnen unter identischen Bedingungen (mit der VERA-Deutscharbeit 2005) evaluiert werden. Eine auf nationalen und internationalen Vorstudien basierende forschungsleitende Hypothese bestätigt sich: Bei gehörlosen und schwerhörigen SchülerInnen in einem weitgehend lautsprachlichen Unterricht findet sich ein Zusammenhang zwischen Hörstatus und Schriftsprachkompetenz. In einem bilingualen Konzept, das für alle SchülerInnen eine funktionale Basissprache zur Verfügung stellt, ist dieser Zusammenhang nicht gegeben oder wird abgeschwächt. So übertrifft die bilinguale vierte Klasse in der schulweiten Untersuchung alle anderen Gruppen, bis hin zur neunten Klasse. Die bilingualen SchülerInnen haben ein entwickeltes diskursstrukturelles Verständnis, exekutives Metawissen und zeigen flexible Schriftspracherwerbsverläufe. Insgesamt liegen die Ergebnisse der hörgeschädigten SchülerInnen unter der hörenden Altersnorm, wobei sich die Variable eines nicht-deutschsprachigen Elternhauses bzw. Migrationshintergrundes als weiteres entscheidendes Merkmal erweist, das sich belastend auf die Entwicklung der Lesekompetenz auswirkt, und SchülerInnen mit einem CI in den beteiligten Hörgeschädigtenklassen überwiegend schwache Ergebnisse erzielen. / The research project focuses on reading literacy in students in schools for the deaf and hard-of- hearing. Research methods are based on current evaluation programs in educational science, following the example of the PISA and IGLU (international name: PIRLS) studies. Three smaller studies are presented, each of which includes a bilingual trial class at the Berlin School for the Deaf, where deaf students are educated by means of sign, spoken, and written language combined: a) 49 hearing impaired fourth graders are evaluated with the help of an IGLU-task. b) A nationwide German test (VERA-Deutscharbeit 2005) of 57 hearing impaired fourth graders is examined. c) At the Berlin School for the Deaf 34 mostly deaf fourth to ninth graders are tested under identical conditions (using the VERA-Deutscharbeit 2005). The results support findings indicated by previous national and international studies: in an educational environment where spoken language is the main means of instruction hearing loss is an important predictor for low literacy. In a bilingual class all students have access to at least one language. Here, the influence of hearing loss as a predictor is weakened or vanishes. The bilingual fourth graders show better results than any other class of their school including ninth graders. They have a higher understanding of the structures of discourse, more highly developed meta-cognitive skills and show flexible ways in the acquisition of written language. The overall results of the deaf and hard-of-hearing students are significantly below the hearing age norm. Deaf and hard-of-hearing students with non-German speaking parents show lower results than those with German-speaking parents. Within this study the majority of children with cochlear-implants produces very weak results.

This thesis focuses on the issue of using the RWCT programme as well as components of Drama in Education in Czech language and literature classes in primary schools, especially when working with artistic texts. The theoretical part depicts the new concept of education, key competencies, goals in primary education and the importance of reading literacy. It presents information about the programmes of Reading and Writing for Critical Thinking (RWCT) and Drama in Education along with their goals, contents and methods and working with artistic texts. It also defines their identical and different components. The practical part examines how to work with one text in different ways and observes how individual goals in school classes change when using different methods of RWCT and Drama in Education. It provides specific suggestions for school classes when working with texts, their processing and evaluating with regard to the methods and education goals used. Key words: General education programme for primary education, key competencies, Czech language and literature, reading literacy, RWCT, Drama in Education, working with text

本研究之目的在於瞭解國民小學學生網路使用行為與網路閱讀素養之關係，採問卷調查法收集研究資料，以全臺灣各縣市之國民小學高年級學生為研究母群，進行分層隨機抽樣，共取得有效樣本1182人。 研究工具採用「網路使用行為問卷」、「網路閱讀素養問卷」，並以t 檢定、Pearson積差相關、迴歸分析等方法進行研究資料分析，最後以結構方程式模型建立網路使用行為與網路閱讀素養模型，研究結果如下： 一、性別在資訊瀏覽與搜尋活動、線上遊戲活動方面達顯著差異。 二、性別在整體網路閱讀素養上無顯著差異。 三、年級在訊瀏覽與搜尋活動、社群活動方面達顯著差異，在線上遊戲上無顯著差 異。 四、年級在整體網路閱讀素養上達顯著差異，六年級優於五年級。 五、結構方程式模型檢定資訊瀏覽與搜尋活動、線上遊戲活動對國小學生網路閱 讀素養有顯著的影響。 六、資訊瀏覽與搜尋活動能正向預測網路閱讀素養，線上遊戲對網路閱讀素養有 負向影響，社群活動對網路閱讀素養無顯著影響。 最後，根據研究結果提出各項建議，以供教學實務上及未來參考。 / This research aims to reveal the relationship between internet usage behavior and internet reading literacy of elementary school students. This study used a questionnaire survey method to collect data. The subjects were collected from the elementary school students in 2011 by the stratified random sampling. The total valid samples were 1182. The research instruments used in this study included "Internet Usage Behavior Questionnaire", and "Internet Reading literacy Questionnaire ". Meanwhile, the collected data were analyzed by descriptive statistic, the t-test and Pearson correlation and regression analysis. Lastly, data were analyzed with Internet Usage Behavior and Internet Reading Literacy by structural equation modeling. The main findings were as follows: 1.There existed gender differences on information browsing and search activities and online game. 2.There existed no gender differences on internet reading literacy. 3.There existed grade differences on information browsing and search activities, community activities, and no grade differences on online game. 4.There existed grade differences on internet reading literacy with girls performed better than boys. 5.Structural equation modeling (SEM) showed that information browsing and search activities and online game activities had a remarkable influence on the internet reading literacy of elementary school students. 6.The study had found that information browsing and search activities have a positive effect upon internet reading literacy, and online game have a negative effect upon internet reading literacy. Community activities had no influence on the internet reading literacy. Finally, according to the findings, implications and suggestions for teaching and future researches were discussed and proposed.

本研究旨在探究臺灣、韓國、加拿大、芬蘭在家庭資源、課後學習與閱讀素養之現況，並分析其關係，進而建構與驗證家庭資源、課後學習對閱讀素養影響之模式，最後依據研究結果提出建議。首先，針對家庭資源、課後學習與閱讀素養進行文獻探討，俾做為研究立論基礎與分析之依據；其次，透過PISA 2009資料庫中學生問卷資料與評量結果進行分析，以了解現況並驗證理論模式；最後，依據研究結果進行綜合討論，以形成結論與建議。茲將本研究之主要結論與建議歸納如下： 壹、各國學生在家庭資源、課後學習與閱讀素養有顯著差異 一、不同國家學生在家庭資源的多寡有顯著差異：加拿大學生所擁有的財富資產、教育資源最為豐富，而在文化資產方面，則以韓國學生為最高。 二、不同國家學生在課後學習的情形有顯著差異：韓國學生參加語文補救課程的比例最高，臺灣學生則在語文加強課程以及學習技巧課程的參加比例最高。 三、不同國家學生在閱讀素養的表現有顯著差異：整體而言，以韓國學生表現最好，芬蘭學生次之，接著為加拿大學生，而以臺灣學生表現為最低。 貳、各國學生在家庭資源、課後學習對閱讀素養影響模式之檢定結果 一、經適配度檢定結果顯示：本研究模式在整體適配度指標、比較適配度指標、精簡適配度指標、基本適配度指標與內在適配度指標皆佳。 二、家庭資源愈豐富，閱讀素養愈高：家庭資源對閱讀素養有顯著的正向影響，亦即各國學生所擁有的家庭資源愈多，則閱讀素養越高。 三、課後課程的學習不必然能提升閱讀素養：臺灣、加拿大、芬蘭學生在課後學習對閱讀素養呈現負向影響，然韓國學生在課後學習對閱讀素養則呈現正向影響。 　　最後，本研究依據研究結果，提出相關建議，俾供主管教育行政機關、學校教育人員及後續研究之參考。 / The main purpose of this research was to investigate the influences of home possessions and out-of-school-time lessons on reading literacy in Taiwan, South Korea, Canada, and Finland. The research methods included literature review and data analysis from PISA 2009 database. First, the literature review was the basis of argument and for the development of the model. Secondly, the statistical analysis was conducted by using descriptive statistics, analysis of variance, correlation, and structural eduation modeling. Finally, the comprehensive discussion was based on the research findings, and to draw the conclusions which were summarized as follows: A.The path leading from home possessions to reading literacy was positive in Taiwan, South Korea, Canada, and Finland. That is, home possessions have significant influences on reading literacy in this four countries. B.The path leading from out-of-school-time lessons to reading literacy was positive in South Korea. That is, out-of-school-time lessons have significant and positive influences on reading literacy in South Korea. However, the path leading from out-of-school-time lessons to reading literacy was negative in Taiwan, Canada, and Finland. In other words, out-of-school-time lessons have significant and negative influences on reading literacy in Taiwan, Canada, and Finland. In the end, based on the research results, the researcher proposed some suggestions for educational administrative agencies, school personnel, and future research, attempting to benefit the development of secondary school education in the future.

Reading Literacy of Roma Pupils Thesis - Kateřina Šormová Abstract This work is a contribution to Roma pupils' literacy research. The importance of literacy for an individual today is absolutely crucial; applied research suggests that people with advanced literacy skills are more likely to have a higher self-esteem, improved health, more satisfying jobs and higher income compared to those with low literacy skills. Persons who are at greater risk of reduced literacy level are those from different cultural backgrounds, unemployed and unskilled people, those with very low level of education and people living in social exclusion. Roma pupils (very often) belong to such groups of people, therefore it is necessary to set up measures to eliminate these risks. The need to develop language competence of Roma pupils in the Czech language, including reading comprehension ability, is also included in the Roma Integration Strategy by 2020. This thesis examines whether and how the reading literacy test results of Roma and non- Roma pupils differ, and describes factors of home and school environment that influence the Roma pupils' literacy development. Based on these research questions hypotheses were set. Our research of Roma pupils' literacy was conducted in 4th and 5th grades of primary schools in socially excluded...

This thesis is in its theoretical part focusing on reading literacy, reading pre-literacy, projects to promote literacy in the Czech Republic and reading corner in kindergarten.The research is based on qualitative research using a strategy of multiple case studies of purposely chosen kindergartens and methods of observation, interviews and content analysis.The aim of this research was to determine how and for what purpose the reading corner in kindergartens is used. The basic research questions are: How the reading corners help in the development of reading literacy in kindergartens, specific research questions elaborate it as follows: How can reading corner be equipped in kindergarten; how kindergarten schools receive books and magazines; how well do they know today's market offerings; what activities are implemented in reading corner in kindergarten; what led the teacher / director to create a reading corner; how does children feel about the reading corner themselves. The results showed a diverse approach to the phenomenon of kindergarten reading corner. Kindergartens agreed on the positive impact of reading corners on the development of reading pre-literacy of girls and boys, especially in the case of free children's games, as well as in controlled activities. We can indicate a weak spot in a lack of...