It has been nearly three decades since Czech education system transformation started and it seems that it is a never ending process responding to changes and various expectations not only in the Czech Republic but in other European countries. School´s instruction concept is an urgent topic. How can present pupils use acquired skills and knowledge in real life (in practice)? What should be the sense and content of everyday teaching? Do we teach our children meaningfully or do we use traditional ways in which their parents and grandparents used to be taught? A new term was defined – functional reading literacy, which is one of the items of general literacy. This term is still developing and changing. International research PIRLS 2001 defined reading literacy as ability to understand all forms of written language which community requires. Different levels of reading literacy such as reading for meaning, reading assessment, metacognition, self-concept as a reader, sharing, application, were included later. Nevertheless, millions of people who have finished primary education report such a low level of mastering reading literacy that they are actually socially disqualified.

My research aim is to explore practical application of trends of initial reading development in Czech primary schools.What reading strategies teachers can usefully implement since the first grade and how to further develop them? How do classroom teachers perceive reading instruction? Do they consider it as daily routine involved only decoding letters, syllables and words or as considerable cornerstone for other development of reading literacy?

One of goals of my qualitative research, which is currently ongoing in selected grades 1 through 3 in primary school in Prague, is assessment of specific activities that engage reading motivation and interest. Analysis of appropriate approaches developing initial reading literacy is my next research goal. I explore and give evidence of available text sources used by teachers in classrooms.

Although an international research PIRLS 2011 assessed slightly increasing popularity of reading in the Czech Republic since previous research. The result (53% of children enjoy reading) does not reach an international average. In addition, motivated children enjoying reading outnumber struggling readers in the test´s targets. These conclusions might be taken in consideration when we discuss initial reading development and current situation in our schools. Therefore, we could provide reading literacy development in the first grade, then we can expect better reading skills and abilities later. Teacher´s personality as an expert appears to be vital as it brings requirements on them during all career life. Extensive acquisition of reading competences is key point of instruction as a framework for successive learning and as a gate for acquiring other competences.

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