The theoretical part of the diploma thesis lists the functions of reading books and textbooks generally, formulates the criteria of their assessment, which serves as a basis for identification of the essential dilemmas in the creation of new reading books. The practical part of the thesis develops two chapters of a secondary school reading book. These chapters are compiled thematically according to the principle of so-called "grand ideas". Two approaches to text selection were employed - a literary-historical and a literary-theoretical approach. Both approaches aim at improvement of students' reading literacy: on one hand they deliver to students the necessary field background, on the other hand they open a space for comparison of reading texts across historical periods or literary forms. These advances rely on the interlinkages between texts emergent from the present underlying "grand idea". The reading texts are supplemented by sections of questions and tasks, which ought to assist in interpretation of the reading texts. The methodical comments describe which abilities and skills of students are to be developed in the respective exercise.

This diploma thesis is focused to the reading comprehension of the second class pupils at a primary school. The thesis is divided into the theoretical and the practical part. The theoretical part presents the basic concepts of mapping the issues, such as reading, literacy, reading comprehension; there are also introduced the educational methods (the analytic-synthetic and genetic) and the diagnostic techniques for determining the grade of the reading comprehension in pedagogical-psychological counseling. The ending of this part was dedicated the project Three-level model of care and the results of diagnostic screenings of reading analyzed in the works of P. Barešová (2009, 2010). The target of the practical part was the analysis of resulst of the second class pupils from new created Test of reading comprehension (Pokorná, Wolfová, Kucharská, in Kucharská, 2011). Three types of tasks (such as labeling borders words, fill in missing words in the text and making decision of the claims, whether they are true, in relation to the picture). The data collection was made in the project - Three-level model of care carried out by IPPP ČR (There was involved 345 pupils from 7 primary schools from three parts of Czech Republic - Prague, Central and South Bohemian Region and Moravia). The conducted analysis of...

The diploma thesis deals with the reading level of pupils in the third year, who in the first year learned to read by different methods. The thesis is divided into theoretical and research parts. The theoretical part deals with the characteristics of pupils at the younger school age, the development of reading skills, the teaching of early reading by the analytical-synthetic, genetic and Sfumato methods. Furthermore, it defines reading literacy, and refers to international research surveys, types and qualities of reading, diagnosis of reading, reading defects and their correction. The research part focuses on the diagnosis of the reading performance of pupils in the 3rd grade of primary school. The reading results are evaluated according to the criteria based on the theoretical part of the thesis.

The thesis deals with the issues that are tied with reading and mathematical literacy. The literacy is being considered by solved exrcises at the second grade of elementary school. The purpose of this work is to bring nearer the connectedness between reading literacy and other subjects - in this case mainly math. The work is divided into two parts. The first part deals with the theory, in which there is outline of the description of reading and mathematical literacy, verbal exercises and what is the function of working sheets. The second part is practical. There are put created working sheets with chosen topics from math, which were given to the pupils at the elementary school. The cooperation with pupils wihtin filling the working sheets can be also found in this thesis. The analysis of this literacy and processes of solving are attached in the end.

The purpose of the present study is to investigate the factors affecting mathematical literacy of 15-year-old students in Programme for International Student Assessment (PISA) across different cultural settings. The present study was conducted across three countries. These countries are Brazil, Japan and Norway. The countries were selected on the basis of their rankings in PISA 2000 study. Japan represented a high performing country with an average score of 557, Norway represented an average performing country with an average score of 499, and Brazil represented a low performing country with an average score of 334. The study explored how mathematical literacy is stimulated by predictors related to the students, the families and the school. A separate factor analysis was carried out for each questionnaire such as student questionnaire and cross curricular competencies questionnaire within the data of each country. Since the results of factor analyses of three countries were parallel, the observed variables representing the latent variables were selected from the student questionnaire and cross curricular competencies questionnaire administered in PISA 2000 in order to be used in the structural equation modeling. The included factors affecting mathematical literacy in PISA 2000 are attitudes towards reading, student-teacher relations, climate, communication with parents, usage of technology and facilities, attitudes towards mathematics and reading literacy. The proposed model was tested using structural equation modeling across three different cultures with different performance levels in PISA 2000. The findings of the study show that the latent independent variable having the strongest effect on mathematical literacy is the usage of technology and facilities in Brazil, communication with parents in Japan and attitudes towards reading in Norway. Moreover, the results were as follows: (1) Reading literacy significantly and positively influences mathematical literacy in all three countries. (2) There is a reciprocal relationship between the attitudes towards mathematics and mathematical literacy. In Brazil, the influence of attitudes towards mathematics on mathematical literacy is higher. However, the influence of mathematical literacy on attitudes towards mathematics is higher in Norway. (3) The attitudes towards reading have a negative direct effect and a positive indirect effect on mathematical literacy. (4) The student-teacher relations have a positive effect on mathematical literacy in Japan and Norway. But, in Brazil, this effect is negative. (5) The student-related factors affecting school climate are significantly and positively related to mathematical literacy in Brazil. On the other hand, the effect of climate on mathematical literacy is negative in Japan and non-significant in Norway. (6) Communication with parents significantly and positively influences the mathematical literacy in all three countries. (7) The usage of technology and facilities significantly and positively affects mathematical literacy in Brazil. However, this effect is negative in Japan and non-significant in Norway.

The diploma thesis focuses on the topic of reading literacy of pupils at the second period of elementary school. The focus of the thesis is a reflexion of chosen literacy workshops. The thesis is divided into theoretical and practical parts. The theoretical part deals with the basic terms connected to the topic such as literacy, reading literacy and it also describes the method of literacy workshop. The theoretical part includes also the international researches dealing with the reading literacy and with the methods used to develop the literacy. The practical part describes the realization and the proces of chosen literacy workshops based on direct observation and on reflexion of their development. The last parti of the thesis offers the real interviews with the teachers.

This diploma thesis deals with applying fanfiction to the Czech language and literature lessons for the 2nd stage of basic school. The main focus is on writing with esthetical focus. First part deals with fanfiction set on its application in education. Next part is studying the demands of Czech curriculum on teaching writing methods and the goals and methods of creative writing. Third part opens the possibilities of fanfiction and discusses reasons why fanfiction is useful. It gives ideas how to use fanfiction in education in specific ways to explore student's literacy and other skills. Last part contains four lesson plans based on work with fanfiction and its curriculum's themes. Three of these lessons were experienced with years 7, 8 and 9 students. Applying fanfiction seems to be useful, especially with theme setting and students' motivation.

The subject of this thesis is the issue of the development of literacy skills of pupils in primary education through conditions offered by small schools. The aim is to analyze the possibility of developing reading literacy among pupils in the first grade of primary school in terms of the small schools; setup and subsequent use of good conditions for the development of reading. The thesis is divided into theoretical and practical part. In the theoretical part are defined the theoretical background related to the above mentioned issues. Custom research was carried out through action research, completed a questionnaire that the children completed at the beginning and end of the period. The main objective was to determine the initial state of literacy in groups of pupils and through changes in education, the creation of good conditions and use innovative methods to monitor the process of the individual activities of students, capturing deficiencies and seek alternative approaches and solutions. In the practical part, I rely on knowledge of the direct teaching. I point out the difficulties that arose in their own activities with children. The result of this work is documented that exploit the specific conditions of the small schools not only allows, but may significantly affect the development of...

The aim of this thesis is to explore the region of illustrations in the books for children and youth not only from the illustration itself, but also in the context of the relationship of illustration and text. The theoretical part deals with the development of the illustrations, visual and reading literacy and areas of reading comprehension. It touch upon topics of the maps of learning progress. The thesis bringing the possibilities of work with illustrations in lessons of literature education at primary school. The practical part of the thesis fucuses on the particular teached hours of literary education in the first, third and fifth grade, in which the work with illustrations with the aim of text comprehension is used. Furthermore, the practical part brings a range of other interesting books suitable for similar work in lessons of literary education to the reader. Keywords: Illustration, books for children and youth, reading comprehension, literary education, reading literacy

The aim of the thesis is to show how important is the role of parents in the development of pre-literacy reading. In the theoretical part, I focused on the definition of reading literacy and pre-literacy reading and explanation the difference between them. I also described components and phases of the pre-literacy reading and possibilities of its development. I tried to emphasize the role played in the development by not only teachers, but also by parents, and to describe the methods which can enhance readership. Furthermore, I mentioned the types of reading strategies. In conclusion of the theoretical part I pointed out the influence which the reading has on the development of children's personality and what the research says about the role of parents. In the empirical part I analysed questionnaires filled out by parents from kindergarten with an effort to develop a typology of parents who do read to their children and who do not. Additional conversations helped me clarify what affects the reading of the parents has - it turned out that it is all about relationship to reading; parents who were in childhood read aloud, now they read to their children. Educated parents are more likely to accompany reading by other activities and rituals. In conclusion, I tried to figure out how can one lead...