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Lecturer(s)
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Jančík Petrová Zuzana, doc. PhDr. PhD.
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Navrátilová Hana, PhDr. Ph.D.
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Course content
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- The concept of literacy in the context of pedagogical, psychological, linguistic and socio-cultural. - Factors influencing literacy. - Relationship of preliteracy and literacy. Development of literacy skills. Reading literacy levels. - Conditions and methods of development of language literacy in school. Didactic materials. - Reading - characters, species, stages. Reading comprehension. - Diagnosis and evaluation of reading skills. - Approaches to the development of literacy - a traditional phoneme approach to teaching reading and writing and its methods. - Approaches to the development of literacy - natural approaches to the development of literacy and their specific methods. - Reading strategies of children of school age. - The work of a child with different kinds of texts, his role in choosing text for the development of readership. - Graphomotorics and the development of initial writing. - Preparation for language literacy teaching. - Research in the field of reading literacy. - Development and consolidation of the teacher's own language and communication skills.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Methods for working with texts (Textbook, book)
- Participation in classes
- 28 hours per semester
- Home preparation for classes
- 12 hours per semester
- Preparation for course credit
- 50 hours per semester
- Term paper
- 30 hours per semester
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| prerequisite |
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| Knowledge |
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| unspecified |
| unspecified |
| learning outcomes |
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| define the concept of literacy in pedagogical, psychological, linguistic and socio-cultural contexts and explain the differences in these definitions |
| define the concept of literacy in pedagogical, psychological, linguistic and socio-cultural contexts and explain the differences in these definitions |
| explain the processes that make reading and writing possible, explain the difference between basal processes and reading comprehension processes |
| explain the processes that make reading and writing possible, explain the difference between basal processes and reading comprehension processes |
| explain the process of acquiring literacy skills and describe the factors that influence their development |
| explain the process of acquiring literacy skills and describe the factors that influence their development |
| distinguish between different approaches to literacy development and know how to apply them to the teaching of reading and writing in primary education |
| distinguish between different approaches to literacy development and know how to apply them to the teaching of reading and writing in primary education |
| distinguishes between different reading and writing strategies in primary school age children |
| distinguishes between different reading and writing strategies in primary school age children |
| Skills |
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| discuss the differences in defining the concept of literacy in pedagogical, psychological, linguistic and socio-cultural contexts |
| discuss the differences in defining the concept of literacy in pedagogical, psychological, linguistic and socio-cultural contexts |
| identify approaches to developing children's literacy skills within different approaches to literacy development |
| identify approaches to developing children's literacy skills within different approaches to literacy development |
| diagnose different reading and writing strategies in young school-age children and develop them in reading and writing instruction |
| diagnose different reading and writing strategies in young school-age children and develop them in reading and writing instruction |
| employ reading and writing development methods in practical preparation for teaching |
| employ reading and writing development methods in practical preparation for teaching |
| analyse research on literacy and discuss its results in relation to innovations in the teaching of reading and writing in primary education |
| analyse research on literacy and discuss its results in relation to innovations in the teaching of reading and writing in primary education |
| teaching methods |
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| Knowledge |
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| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
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| Analysis of educational material |
| Analysis of educational material |
| Written examination |
| Written examination |
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Recommended literature
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Altmanová, J. et al. Čtenářská gramotnost ve výuce: metodická příručka. Praha, 2011.
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Doležalová, J. Čtenářská gramotnost: práce s textovými informacemi napříč kurikulem. Hradec Králové, 2014.
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Doležalová, J. (ed). Současné pohledy na výuku elementárního čtení a psaní. Hradec Králové, 2001.
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Gavora, P., & Zápotočná, O. Gramotnosť: Vývin a možnosti jej didaktického usmerňovania. Bratislava, 2003.
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Jelénková, O. Čtení není žádná nuda. Praha, 2014.
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Kucharská, A. et al. Porozumění čtenému I.. Praha, 2014.
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Lepilová, K. Cesty ke čtenářství. Praha, 2014.
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Metelková, Svobodová, R. Formování čtenářské gramotnosti v prostředí školy se zaměřením na žáky mladšího školního věku. Ostrava, 2013.
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Mlčáková, Renata. Grafomotorika a počáteční psaní. Vyd. 1. Praha : Grada, 2009. ISBN 978-80-247-2630-4.
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Petrová, Z. Naratívne schopnosti. In O. Zápotočná a Z. Petrová (Eds.), Raná jazyková gramotnosť detí zo socio- ekonomicky znevýhodňujúceho prostredia.. Trnava, 2017.
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