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Lecturer(s)
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Fasnerová Martina, doc. PhDr. Ph.D.
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Course content
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- Definition of current approaches to the promotion of reading literacy. - Cognitive-psychological and socio-linguistic background approaches to teaching reading and writing. - Objectives and content of initial reading and writing in pedagogical documents. - Overview of analytical and synthetic methods in reading teaching. - Analytical-synthetic method and genetic method. - Reading comprehension. - Overview of methods in writing teaching. - Incentives for teaching initial reading and writing from alternative sources. - Diagnosis and evaluation of pupils, individualization in teaching. - Didactic materials and aids in the teaching of initial reading and writing. Didactic game. - The development of readership. - Literary education in the 1st year of primary school. Working with literary text. - Preparation for initial reading and writing lessons. - Teacher's personality.
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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), Text analysis, Educational trip
- Preparation for course credit
- 20 hours per semester
- Educational trip
- 4 hours per semester
- Participation in classes
- 28 hours per semester
- Term paper
- 30 hours per semester
- Home preparation for classes
- 8 hours per semester
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| prerequisite |
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| Knowledge |
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| unspecified |
| unspecified |
| - Students will gain an understanding of the instructional methods used to successfully practice elementary reading and writing. - They will become familiar with current up-to-date textbooks in relation to the curriculum. - They will gain experience for successful psychomotor training in writing. - They will also become familiar with alternative methods of practicing elementary reading and writing to address literacy issues. Translated with www.DeepL.com/Translator (free version) |
| - Students will gain an understanding of the instructional methods used to successfully practice elementary reading and writing. - They will become familiar with current up-to-date textbooks in relation to the curriculum. - They will gain experience for successful psychomotor training in writing. - They will also become familiar with alternative methods of practicing elementary reading and writing to address literacy issues. Translated with www.DeepL.com/Translator (free version) |
| learning outcomes |
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| the different types of perceptions |
| the different types of perceptions |
| areas assessed for school readiness and maturity |
| areas assessed for school readiness and maturity |
| different teaching methods for training elementary reading and writing |
| different teaching methods for training elementary reading and writing |
| current and up-to-date writing materials |
| current and up-to-date writing materials |
| requirements for the development of literacy skills |
| requirements for the development of literacy skills |
| Skills |
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| define the terms perception, school maturity, school readiness, teaching method, analytic-synthetic method, methodological procedures, school writing patterns in contemporary schools, literacy |
| define the terms perception, school maturity, school readiness, teaching method, analytic-synthetic method, methodological procedures, school writing patterns in contemporary schools, literacy |
| clarify the relationship between auditory and visual perception, school readiness and school maturity in the context of elementary reading and writing |
| clarify the relationship between auditory and visual perception, school readiness and school maturity in the context of elementary reading and writing |
| explain the importance of perception, school readiness and school maturity for the pupil and for the teacher's work |
| explain the importance of perception, school readiness and school maturity for the pupil and for the teacher's work |
| clarify the nature of contemporary writing materials in primary school teaching |
| clarify the nature of contemporary writing materials in primary school teaching |
| analyse and evaluate textbooks and teaching texts according to specified criteria |
| analyse and evaluate textbooks and teaching texts according to specified criteria |
| teaching methods |
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| Knowledge |
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| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Educational trip |
| Text analysis |
| Text analysis |
| Educational trip |
| assessment methods |
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| Analysis of seminar paper |
| Analysis of seminar paper |
| Analysis of educational material |
| Analysis of educational material |
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Recommended literature
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Doležalová, J. (ed.). Současné pohledy na výuku elementárního čtení a psaní.. Hradec Králové: Gaudeamus., 2001.
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Fasnerová, M. Prvopočáteční čtení a psaní. Praha, 2018. ISBN 978-80-271-0289-1.
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Gavora, P., & Zápotočná, O. Gramotnosť: Vývin a možnosti jej didaktického usmerňovania. Bratislava, 2003.
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Havel, J., Jelénková, K., & Grycová, M. Už čteme a píšeme sami. Plzeň, 2012.
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Havel, J., Jelénková, K., & Grycová, M. Začínáme číst a psát. Plzeň, 2012.
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Petrová, Z. Význam rozvíjení gramotnosti dětí (nejen) v preprimárním vzdělávání. In A. Wiegerová (Ed.), Profesionalizace učitele mateřské školy z pohledu reformy kurikula, (49-57).. Zlín, 2015.
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Vykoukalová, V., & Wildová, R. Čtenářská gramotnost žáků 1. stupně a možnosti jejího rozvoje.
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Zápotočná, O. Čitateľská gramotnosť a jej rozvoj v primárnom vzdelávaní: teoretické východiská a didaktické realizácie. Bratislava: VEDA, 2012.
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