Název: Osvojování dovednosti čtení očima matek žáků 1. tříd
Variantní název:
- How mothers of first graders perceive reading acquisition
Zdrojový dokument: Studia paedagogica. 2017, roč. 22, č. 3, s. [121]-148
Rozsah
[121]-148
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2017-3-7
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/137157
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Cílem této studie je přispět k porozumění toho, jaký význam připisují matky žáků 1. tříd jejich právě osvojované dovednosti čtení, včetně toho, co v tomto kontextu pociťují jako čtenářský problém. Studie čerpá z dat získaných hloubkovými polostrukturovanými rozhovory s 10 matkami. Rozhovory byly pořízeny koncem 2. pololetí školního roku 2015/2016. Prostřednictvím kvalitativní analýzy dat byly identifikovány tři různé čtenářské aspirace, které matky vzhledem ke svým dětem mají: praktická (aby si dítě osvojilo techniku čtení dostatečně dobře na to, aby ji mohlo využívat ve svém každodenním životě), prožitková (aby dítě mělo rádo knihy a našlo si ke čtení pozitivní vztah) a rozvojová (aby si dítě osvojilo čtení jako hodnotu pro svůj další osobní rozvoj). Ukazuje se, že s ohledem na své čtenářské aspirace matky různým z působem nahlížejí také na to, co považují při čtení svých dětí za problém a co nikoli, respektive které jejich čtenářské obtíže vnímají velmi citelně a na kterých jim naopak zase tolik nezáleží.
This study intends to increase the current understanding of how mothers of first graders perceive reading acquisition of their children and associated reading challenges. The study relies on data gathered from in-depth semi-structured interviews of ten mothers which took place during the second half of the 2015/2016 school year. Qualitative analysis of the data revealed three reading aspirations that the mothers had for their children. The first one was related to the practical level of reading acquisition: the mothers hoped that their children would master reading sufficiently well so that they could use it in their everyday lives. The second aspiration concerned the experiential level of reading acquisition: the mothers hoped that children would like both books and the activity of reading. Finally, the third one was tied to the developmental level of reading acquisition: the mothers hoped that their children would consider reading to be a valuable skill for their further personal development. It transpired that these aspirations influenced also which challenging aspects of reading acquisition the mothers perceived as worthy of their attention and which not.
Reference
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[23] Kusolpalin, P., Luyt, B., Munro, Y. L., & Lim, S. P. (2013). Why do children in Singapore read? An exploratory study. Malaysian Journal of Library & Information Science, 18(3), 1–12.
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[33] Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38(1), 40–50. | DOI 10.1016/j.cedpsych.2012.10.001
[34] Pospíšilová, R. (2011). Role rodičů v domácí přípravě do školy. Studia paedagogica, 16(2), 171–182. | DOI 10.5817/SP2011-2-8
[35] Presslerová, P., & Rusnáková, K. (2015). Slabí čtenáři v kontextu porozumění čtenému – přehledová studie. E-psychologie, 9(1), 29–41.
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