ERG SES C 12, Research in Education
Reading literacy is a premise for development of other literacies, and the bases are being set in preschool age. Children have to develop many of different skills – reading, writing, understanding of the concept of print, etc. Reading comprehension has been long regarded as a passive skill, but researchs show that it needs to be taught (Osada 2004, Fellowes, Oakley 2010). It is a highly complex activity and it is connected with development of thinking, therefore I assumed, that it is necessary to lead children to higher levels of thinking, to use a zone of proximal development, if we provide them with support and use their own experience (Piaget, Vygotskij, Bruner). The aim of the study was to demonstrate that the reading strategies can be applied even for the preschool children and to prove which of them are appropriate for preschool age. I will clarify connection between reading literacy and thinking, connection between reading skills and reading strategies and I will present results of research of the ability of preschool children to use reading strategies.
I had done a longitudinal study with group od 35 children in age from 3 to 6 in a kindergarten in a larger city. The study lasted 15 months. I used both quantitative and qualitative methods. The basic method was a non standardized observation, I observed and described manifestations of using reading strategies and of progress of children. I also observed children´s reading behavior. I used a questionnaire for parents, I found out reading behavior of their children in the family.
Based on the results of research, I have concluded that preschool children can work very well with these strategies, while indicating that these significantly contribute to the comprehension of the text of preschool children. I have also concluded that this method for pre-reading literacy development can be used in inclusive education of children of different ages, cultural background and different levels of their previous experience with reading aloud to them, because it allows children to learn in the way and speed they need. More experienced children are a great help for younger or weaker ones in natural way, therefore this method is very useful for development of social relationships, too.
FELLOWES, Janet. a Grace. OAKLEY. Language, literacy and early childhood education. South Melbourne, Vic.: Oxford University Press, 2010. ISBN 9780195566284. GREGORY, Anne E. a Mary Ann CAHILL. Kindergartners Can Do It, Too! Comprehension Strategies for Early Readers. In: The Reading Teacher [online]. 2010, 63(6), s. 515-520 [cit. 2015-08-14]. DOI: 10.1598/RT.63.6.9. ISSN 00340561. Dostupné z: http://doi.wiley.com/10.1598/RT.63.6.9 MCKIE, Brooke K., Jo-Anne MANSWELL BUTTY a Rodney D. GREEN. Reading, Reasoning, and Literacy: Strategies for Early Childhood Education From the Analysis of Classroom Observations. In: Early Childhood Education Journal [online]. 2012, 40(1), s. 55-61 [cit. 2015-08-14]. DOI: 10.1007/s10643-011-0489-2. ISSN 1082-3301. Dostupné z: http://link.springer.com/10.1007/s10643-011-0489-2 OSADA, Nabuko. Listening Comprehension Research:A Brief Review of tha Past Thisrty Years. Dialogue. 2004, (Vol.3), 53-56. ISSN 1349-5135 Rivers, W. M. (1966), Listening Comprehension. The Modern Language Journal, 50: 196–204. doi:10.1111/j.1540-4781.1966.tb01817.x SNOW, Catherine E. Reading for understanding: toward an R&D program in reading comprehension. Santa Monica, CA: Rand, 2002. ISBN 0833031058.
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