This diploma thesis was called Understanding of reading text on the first level of basic schools. My thesis is focused on reader´s literacy issue, because recently this topic is often discussed. I decided to make a research that is concerned to this problem. The research was carried out on the first level of the basic school in Ledenice. Fifty pupils from five classes were tested. These pupils filled special tests after reading a given text. The goal of carried research was to find out the level of reader´s literacy. At the beginning of my research some hypothesis were set. These hypothesis could be largely confirmed after the research.

Annotation Švárová, M.: Leader literacy as a pedagogical koncept and the aim of literary teaching. Diploma dissertation, České Budějovice 2009. The goal of the thesis is to introduce the set of educational system supporting materials that have been proved in practice. The work is divided into two individual parts. In first theoretical unit are gathered several themes: a reader, reading with insight, reading literacy and the way how to recognize it and score it. There will be also done the comparison on research and tests already developed in this field. In the second unit, which is related to working reality are included works concerning practice as well as the instructions how to develop reading literacy on the literature education lessons so to increase children{\crq}s interest in reading and improve their insight into texts they read. The working application output of the thesis is the Set of Testing Exercises that can increase reading literacy in children which have been proved in author{\crq}s teaching experience.

The thesis focuses on the character and the structure of reading literacy and reading books by pupils from the age of twelve to the age of 15. The thesis consists of two parts. The theoretical part explains the most important terms related to the literacy and summarises pieces of knowledge which have been gained on the basis of different sociological surveys. The empirical part concerns own research in the area of children`s reading activities and their reading motivation, the position of a book in the world of media and the role of libraries as a support of reading literacy. This part presents the results of the questionnaire survey proceeded in the second grade of primary school.

The focus of this research is on the professional development of educators responsible for teaching reading literacy to learners. This focus forms the core of this case study. Case studies investigate cause and effect and one of their strengths is the acknowledgement that context is a powerful determinant of both cause and effect. A qualitative research approach is used to collect data by means of semi-structured interviews, observation and questionnaires at three primary schools. This study is aimed at exploring whether educators gained and applied the knowledge and skills from departmental workshops and other professional development intervention to the facilitation of reading literacy. The study investigated and interpreted the participants’ perspectives in order to gain insight and understanding into the professional learning experiences of educators. Proficiency in reading literacy gives learners access to information, broadens their general knowledge, increases their vocabulary and develops their language skills. The improvement of reading literacy commences at the primary level because learners at this stage develop and acquire fundamental attitudes and approaches to learning. Data was collected by means of interviews, observation of lessons and questionnaires on the teaching of reading literacy. Findings indicate that, although the focus of teaching and learning is on the learner, the strategies and criteria are determined by the educator. This could have a negative impact on learners’ acquisition of knowledge and educators’ ability to improve learners’ reading literacy levels. This dissertation recommends that the whole brain learning and reading model, which represents an integration of the literature study, my practical experience and the findings of my empirical study with inputs from principals and educators, should be used as basis for the transformation of reading literacy facilitation in South African schools. / Dissertation (MEd)--University of Pretoria, 2013. / gm2013 / Humanities Education / unrestricted

Reading can improve the quality of life for individuals and is widely considered the cornerstone of learning. However, many boys who enjoy reading are bullied. The direct, negative effects of bullying on academic achievement have been exposed in previous research. The purpose of this empirical study was to examine whether any statistical relationship existed between the low overall reading literacy achievement scores of Grade 4 boy learners and whether they experienced being the victims of peer bullying. Three research questions underpinned this quantitative, non-experimental, secondary data analysis. The primary data were collected from 8 196 Grade 4 boy learners in South Africa as part of the Progress in International Reading Literacy Study 2011. The three research questions were: What is the relationship of bullying with Grade 4 boy learners overall reading literacy achievement scores when categorised for each of the individual prePIRLS 2011 benchmarks? What is the correlation between overall reading literacy achievement scores and being a victim of bullying as measured by the Learners Bullied at School Index? What is the potential statistical relationship between the overall reading literacy achievement scores of Grade 4 boy learners and the degree to which they have experienced bullying as measured by prePIRLS 2011, looking at the Learners Bullied at School Index as well as the six independent bullying variables individually? Bronfenbrenner s Ecological Model of Human Development served as a theoretical framework for the study, and a post-positivistic epistemological paradigm was adopted. Overall reading literacy achievement scores from the reading assessments were positioned on a common reading achievement scale using item response theory methods that offered an overall image of the assessment outcomes. The prePIRLS 2011 Learner Questionnaire itself was based on the Likert scale, while the variable Learners Bullied at School Index is a contextual scale based on Rasch modelling. The descriptive statistical analysis revealed that the more frequently the Grade 4 boy learners experienced bullying, the lower their overall reading literacy achievement scores were and vice versa. The Pearson correlation revealed that, as bullying increased, overall reading literacy achievement scores decreased proportionately. The multiple regression revealed that a school that had higher levels of bullying could expect overall reading literacy achievement scores to be lower. Finally, the model statistics revealed that bullying accounted for only 5% of the variation in the target population s overall reading literacy achievement scores. Therefore, other associated variables can be investigated in future research, including, but not limited to, cyberbullying. If the statistical relationship between bullying (including cyberbullying) and reading literacy receives immediate attention, it could lead to stronger design, improved development, and implementation of preventative measures. / Die sleutel tot leer is geletterdheid. Geletterdheid word bereik deur te lees. Lees beskik oor die vermoë om die lewensgehalte van individue te verbeter. Vir dié rede is die leesgedrag van Graad 4-skoolseuns, wat die teikenpopulasie van die huidige studie is, die fokuspunt. Vorige navorsing het reeds die negatiewe en regstreekse gevolge van afknouery (boeliegedrag) op akademiese prestasie onthul. Dus, as lees die hoeksteen van leer is, moet afknouery as 'n moontlike struikelblok tot leer ondersoek word. Die doel van die studie was om te ondersoek of daar enige statistiese verhouding bestaan tussen die lae algehele leesgeletterdheidsprestasie van Graad 4-skoolseuns en of hul die slagoffers is van afknouery. Die studie het gebruik gemaak van Bronfenbrenner se Ekologiese Model van Menslike Ontwikkeling as teoretiese raamwerk. Verder het die studie ? post-positivistiese epistemologiese paradigma aangewend. Die studie is gegrond op 'n kwantitatiewe, nie-eksperimentele, sekondêre data-ontleding van data versamel van 8 196 Graad 4-skoolseuns in Suid-Afrika. Die data is versamel as deel van die Progress in International Reading Literacy Study 2011. Algehele leesgeletterdheidsprestasie is geplaas op 'n algemene leesprestasieskaal met behulp van itemresponsteoriemetodes. Die prePIRLS 2011-leerdervraelys is gebaseer op die Likert skaal. Die Leerders Afgeknou by die Skool Indeks is ? kontekstuele skaal wat gebaseer is op Rasch-modellering. Die drie navorsingvrae wat ondersoek is, was die volgende: • Wat is die verhouding tussen afknouery van skoolseuns en die algehele leesgeletterdheidsprestasie gemeet teen elk van die prePIRLS 2011 individuele maatstawwe? • Wat is die korrelasie tussen algehele leesgeletterdheidsprestasie en om ‘n slagoffer te wees van afknouery soos gemeet deur die Leerders Afgeknou by die Skool Indeks? • Wat is die potensiële statistiese verhouding tussen die algehele leesgeletterdheidsprestasie van Graad 4-skoolseuns en die mate waarin hulle afknouery ervaar het soos gemeet deur prePIRLS 2011, met inagneming van die Leerders Afgeknou by die Skool Indeks asook die ses onafhanklike afknouveranderlikes individueel beskou? Die beskrywende statistiese analise het getoon dat meer gereelde ervarings van afknouery ? verhouding het met laer algehele leesgeletterdheidsprestasies van Graad 4-skoolseuns. Die Pearson-korrelasie het getoon dat, indien afknouery vermeerder, algehele leesgeletterdheidsprestasies proporsioneel afneem. Die veelvoudige regressie-analise het getoon dat by skole waar hoër vlakke van afknouery gevind is, die algehele leesgeletterdheidsprestasie laer is. Ten slotte, het die modelstatistieke aan die lig gebring dat afknouery verantwoordelik is vir slegs 5% van die variasie in Graad 4-skoolseuns se algehele leesgeletterdheidsprestasie. Daarom moet ander veranderlikes, met inbegrip van kuberafknouery, met 'n moontlike verhouding met leesgeletterdheid deur toekomstige navorsing ondersoek word. Indien afknouery dringende aandag ontvang, kan dit lei tot verbeterde ontwerp, ontwikkeling en implementering van voorkomende maatreels. / Dissertation (MEd)--University of Pretoria, 2017. / Humanities Education / MEd / Unrestricted

This Master's thesis deals with the reading literacy development of primary school students, focusing on their use of reading strategies, and is divided into two parts. The theoretical part defines reading literacy and other related terms, as well as specifies the relationship between functional and reading literacy. It describes the development of reading literacy, its dimensions and explains the factors that influence it. It presents the differences between reading strategies and skills, describing the relationship between them. This section introduces methods of developing reading literacy using the RWCT programme. The work also monitors the representation of reading literacy in the Framework Educational Programme for Basic Education (FEP BE) and, based on the results of international surveys PIRLS and PISA, describes the situation of Czech students in terms of reading. The main goal of the practical part of the work was to find out what reading strategies are applied by selected fourth-grade primary school students. The investigation was conducted through online in-depth interviews with students over the literary text. The survey results show differences between students in their ability to apply selected reading strategies. The research further confirms that the quantity and type of children's...

Den här uppsatsen undersöker hur vida två olika läromedel (”En läsande klass” och Läsförståelse start”) använder sig av text och bildsamspel och ifall detta kan främja elevernas inlärning. Med hjälp av multimodala verktyg såsom ideationell, interpersonell och textuell så undersöks dessa aspekter. Studien undersöker också vilka läsförståelsemöjligheter som dessa läromedel erbjuder. Bägge läromedlen har använt bilder som ett visuellt understöd för att förtydliga textens innehåll. De använder också bilderna för att förmedla detaljer som inte nämns i texten. De läsförståelse möjligheter som läromedlen används sig av är gemensam diskussion i klassen angående texten utifrån fem olika dockor/områden (”En läsande klass”). Det andra läromedlet har använt sig av ett flertal olika texttyper där eleven sedan svara på frågor och påstående utifrån det lästa.

The theme of this diploma thesis is the development of literacy of pupils with mild intellectual disability. This thesis is divided into 5 parts. The key words such as literacy, reading literacy, pupil with a mild intellectual disability and schooling of pupils with mild intellectual disability, are described in the first four parts. Chapter number five is the empirical part of the thesis. The aim of this thesis is to find out the level of the reading literacy of pupils with mild intellectual disability at the school for mentally retarded children. A handbook supporting the development of the reading literacy for pupils with mild intellectual disability has been written based on this result. Methods of quantitative research have been used to obtain the final results. One of the research instruments was also a nonofficial test of reading literacy that has for its purpose to determine the level of the reading literacy of mildly mentally disabled pupils. KEYWORDS pupil, literacy, reading literacy, reading literacy test, mild intellectual disability, school for mild mentally retarded pupils

The thesis is devoted to the promotion and development of reading pre-literacy in kindergarten through modern authorial fairy tales. The theoretical part is focused on the development of preschool age children in various aspects related to the development of reading and language skills - in terms of psychology, early childhood education and Framework educational program for preschool education. With respect to the theme of the thesis is part of the theory also definitions of reading literacy and reading pre-literacy and its content in the context of selected procedures for development of reading in kindergarten. There are also itemized some of the methods RWCT (Reading and Writing for Critical Thinking), which are used in order to develop literacy skills. Theoretically, they are also gripped the literary and drama education in kindergarten, the specifics of the modern fairy tale and the role of projective methods in kindergarten. In the practical part there are present projects: What would happen, if there were walking around Brno giant and Lichožrouti. Projects were developed based on the book Daisy Mrázková (What would happen, if ...) and Paul Šrut (Lichožrouti). Both projects were developed in accordance with the Framework educational program for preschool education and the recommendations of...

This Master's Thesis deals with the Morning Letter from the program Step by Step as a possible tool for developing reading literacy. The theoretical part deals with the definition of reading literacy, the individual components and its anchoring in the Framework Education Program for Elementary Education. Thesis compares the key competences set out in the Framework Education Program for Elementary Education with reading literacy and explains their relationship and the importance of their equal development. It also describes one of the key program in this area, the program Reading and Writing for Critical Thinking, and its methods of developing reading literacy. It also deals with program Step by Step and the development of reading literacy as its component. Thesis focuses mainly on the Morning Letter as a possible reading strategy. The practical part is based on observations and interviews with teachers from the program Step by Step and their experience with Morning Letters and which forms of them are confirmed to be useful and how is perceived its overlap in reading literacy. It also includes a set of Morning Letters applied in mainstream class and their analysis and reflection in terms of reading literacy. Based on this analysis thesis it also contains a few designs of Morning Letters emerging...