Eva Koželuhová
Assessment of the Development of a Childʼs Comprehension of Texts Read Aloud
Číslo: 1/2021
Periodikum: Gramotnost, pregramotnost a vzdělávání
Klíčová slova: assessment, reading, preschool education, development of comprehension
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Anotace:
The paper deals with the issue of evaluating the level of comprehension of a child of
texts read aloud in nursery school and the related development of the relationship to reading. The
attitude component as a part of reading literacy is especially strongly infl uenced by the family
environment (Gavora, 2018; Meng, 2016; Trávníček, 2014; Baker, Scher, & Mackler, 1997). At the
same time, nursery schools should create suitable conditions for the development of reading literacy and support the development of text comprehension and children’s relationship to reading.
One possible way is to use reading strategies while the teacher is reading aloud. The application
of reading strategies in preschool education is not very widespread in the Czech Republic; teachers lack methodological support and the opportunity to gain experience (Koželuhová, 2020).
At the same time, they need to see the contribution of new methods before proceeding with
a permanent change in the way they work (Šeďová, Švaříček, Sedláček, & Šalamounová, 2016;
Kindle, 2011). We conducted the research with the aim of proposing a procedure for evaluating
the comprehension of children of a text read aloud. We developed the evaluation procedure and
criteria on the basis of a case study, during which the development of comprehension in a randomly selected child in a nursery school was monitored over a period of 26 months. The results
provided an overview of several phases of comprehension, and their characteristics were used
in the creation of a simple evaluation tool suitable for preschool teachers to assess the level of
understanding and relationship to reading in children. The examination of the effectiveness of
the proposed instrument will be the subject of a more in-depth investigation.
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texts read aloud in nursery school and the related development of the relationship to reading. The
attitude component as a part of reading literacy is especially strongly infl uenced by the family
environment (Gavora, 2018; Meng, 2016; Trávníček, 2014; Baker, Scher, & Mackler, 1997). At the
same time, nursery schools should create suitable conditions for the development of reading literacy and support the development of text comprehension and children’s relationship to reading.
One possible way is to use reading strategies while the teacher is reading aloud. The application
of reading strategies in preschool education is not very widespread in the Czech Republic; teachers lack methodological support and the opportunity to gain experience (Koželuhová, 2020).
At the same time, they need to see the contribution of new methods before proceeding with
a permanent change in the way they work (Šeďová, Švaříček, Sedláček, & Šalamounová, 2016;
Kindle, 2011). We conducted the research with the aim of proposing a procedure for evaluating
the comprehension of children of a text read aloud. We developed the evaluation procedure and
criteria on the basis of a case study, during which the development of comprehension in a randomly selected child in a nursery school was monitored over a period of 26 months. The results
provided an overview of several phases of comprehension, and their characteristics were used
in the creation of a simple evaluation tool suitable for preschool teachers to assess the level of
understanding and relationship to reading in children. The examination of the effectiveness of
the proposed instrument will be the subject of a more in-depth investigation.