The text searches for the key aspects of interactivity in selected books for children, that activate the child reader in terms of a thought and manipulation. The thesis focuses on the process of how children browse, read, and play with the books Cirkus ulice and Maškary by Dagmar Urbánková. It aims to answer the question of how browsing through the author's books develops visual and reading literacy of a child. The case study is realized applying a method of participant observation. Using the Bloom's revised cognitive taxonomy, we employ the qualitative analysis method to analyse the participative process of a game of eight children from their thought activity viewpoint. We identify the game, participation, communication, variability, experience, and a possibility to change something to be the key principles of interactivity. Based on these identified principles of interactivity and their mutual ties, we propose activities with the examined books, that can be further elaborated on and realized with children in the art or literature education classes. The thesis is processed in the context of reading and visual literacy and their representation in current curricular documents, that serve as a pedagogical background to this thesis. Its professional frame is given by the notion of visual culture and...

This diploma thesis is aimed at finding out the current situation of so called pre-reading and explore methods used for development of so called pre-reading literacy. The thesis is divided in two parts theoretical and practical one. The theoretical part refers to characterizing of preschool age, problems of reading literacy (with focusing on so called pre-reading literacy), factors impacting children'spre-reader's interest and especially methods usable for abilities and skillsdevelopment of preschool children in area of literary education. The practical part includes empirical survey (qualitative research), realized at chosen kindergartens. The research is supported by working sheets that are verified in practice.

This thesis is submitted in fulfilment of the requirements for the Degree Masters in education in the faculty of education and social sciences – Cape Peninsula University of Technology / The Western Cape Education Department’s Literacy and Numeracy Strategy 2006-2016 refers to the 2002 assessment (WCED, 2006) of Grade 3 learners. This study found that only 36% of learners were achieving the reading and numeracy outcomes expected of a Grade 3 learner. The vast majority of learners were underperforming two to three years below expectation (WCED Literacy and Numeracy Strategy 2006-2016). South African learners’ performance in the Progress in International Reading Literacy Study (PIRLS 2006) assessment reinforces the need for reading instruction practices aimed at addressing the difficulties in language and reading in both the Foundation and Intermediate Phases. It was against this background that I wanted to investigate the value and impact of a children's literature - based reading programme, as the importance of independent and critical reading at the primary level cannot be over estimated. PIRLS, (2006) highlights the areas of low achievement of South African learners by referring to the twelve reading skills and strategies identified by current research as central to the learning of reading. South Africa lags behind in introducing these critical skills. I argue for the inclusion of an alternative reading programme to the phonics only approach currently and predominantly used in Foundation Phase. Social constructivists see as crucial, both the context in which learning occurs and the social context that learners bring to their learning environment. This theoretical framework, as well as the Reader Response theory of Rosenblatt (1982) underpins this study. Relevant cognitive theories and their underpinnings in reading motivation and achievement are reviewed. The literature review is an in-depth study of recent and current reading research. The main aspects covered by the literature are literacy skills, language acquisition and its related skills. The study is lodged in a qualitative paradigm and embedded in action research. The analysis is framed in constructivist grounded theory. The quantitative data collected support the qualitative data and enhance the validity of the findings that indicate that the study of literature is effective in developing higher order thinking skills identified by Bloom (1956) and present in the PIRLS (2006) test methodology.

The thesis comprehends the topic of reading literacy development using methods of Reading and Writing for Critical Thinking (RWCT) at the first stage of primary education. The background of RWCT program is described in the first part of the thesis, along with defining the field of reading literacy. Several methods of the program are more thorougly analyzed, including their positive impact on development of the individual aspects of reading literacy. The research part examines the possibility of various constituents of reading literacy to be developed using RWCT methods, and the circumstances that have to be met in order to achieve it. The main focus of analysis lies in the benefits of reading workshop technique, and its application in overall development of reading literary and reading itself.

TITLE: Project to support reading among children at the beginning of their school attendence AUTHOR: Bc. Jana Rodová DEPARTMENT Department of Czech literature SUPERVISOR: Mgr. Štěpánka Klumparová, Ph.D. ABSTRACT: This dimploma thesis deals with reading development options of children in a kindergarten. The main task is to work out a reading project for the pre-school children an to follow its impact on reading behaviour and relation to books. Thesis comes up with the teoretical way-out to reading and its development. It rates present form of books, pre-school children reading literacy characteristics and summarizes methods for support reading and reading projects among kindergartens in the Czech republic. Qualitative and quantitative research methods are used in the practical part of the thesis. This part contains questionnaire, interviews and the project which was the main part of the practical thesis. The project includes reading lessons, participation in the national reading- support projects and other methods of supporting active reading. The project outcomes are based on a long-term subject observation, summarized and evaluated in a conclusion of the research part. KEYWORDS: Pre-school children - reading development - project - pre-school reading literacy

A recent (2016) PISA survey has shown that, among Swedish youth, one in five students do not reach a basic level of reading literacy, a result mirrored that of a similar study from 2009, which suggests that Swedish schools and teachers have failed to address this issue successfully over a longer period of time. This raised the question of why this is and what possible measures could be taken to improve the situation. This study aimed to explore the topic of reading literacy in the ESL classroom. In particular it aimed to specifically research how teachers at a local school in southern Sweden individualise reading activities by assessing existing levels of reading literacy. This was achieved through semi-structured interviews with experienced teachers currently employed at the school who were asked whether or not they assess previous knowledge or skills and, if so, how. When challenged with a negative result, that is, no explicit strategies were discovered, the study took the form of a hermeneutic process in which new questions continuously arose and were explored regarding the subject of reading literacy. The guiding documents for Swedish upper secondary school were studied in order to clarify their approach toreading literacy and the assessment thereof. The conclusion of the study initially discusses the way in which the hermeneutic process has changed and challenged our perception of the topic of assessing reading literacy. Lastly, areas of improvement, and suggestions for future research on the subject, are discussed.

This diploma thesis focuses on the reading literacy and its problematics in the textbooks and workbooks for highschool students. The aim of the thesis is to find out whether the textbooks and workbooks contain exercises concerning this area and also if they contain exercises similar to these at the Graduation Exam. At first, the concepts literacy, functional literacy and reading literacy are defined. The components of the reading literacy are characterized as well as the influencing factors, especially the school environment. The influence of the schoolbooks is defined as well. Secondarily, the thesis includes two analysis. The first relates to the representation of the reading literacy in the test at the Graduation Exam 2016. The second focuses on the number of this type of exercises in the selected school books and workbooks for highschool students. Key words : reading literacy, graduation test, school books, high school

This thesis open the problematics of reading literacy and its development by project teaching. Dissertation is divided into two parts - theoretically and practically. In the first part there is described foundation of projects and project teaching, its history and advantages of its technique. Another topic is reading literacy, especially different concepts and ways of development by RWCT, creative drama and project teaching. Particular project is described in empiric part. Pupils of third class at primal school were observed during project. Qualitative and quantitative research is used in this thesis. The aim of research is influence of project teaching on pupil's motivation during the work with reading matter.

Topic deals with comics and the possibilities of using comics in the educational activities of libraries. The introductory part describes the related terminology and characteristics of the comics. Its historical development is also outlined. The following chapter focuses on reading comics and the potential that comics can bring to the library that works with them. Some practical examples and related recommendations are given. The practical part describes one specific comics course, supplemented by an interview with Klára Smolíková, who practises educational activities using comics for a long time. The following is an analysis of semi- structured interviews with individual participants of the comics courses, in order to map the relationship of respondents to reading books and comics, experiences with the use of libraries and attitudes to the course.

Topic deals with comics and the possibilities of using comics in the educational activities of libraries. The introductory part describes the related terminology and characteristics of the comics. Its historical development is also outlined. The following chapter focuses on reading comics and the potential that comics can bring to the library that works with them. Some practical examples and related recommendations are given. The practical part describes one specific comics course, supplemented by an interview with Klára Smolíková, who practises educational activities using comics for a long time. The following is an analysis of semi- structured interviews with individual participants of the comics courses, in order to map the relationship of respondents to reading books and comics, experiences with the use of libraries and attitudes to the course.