Title: Osvojování dovednosti čtení očima matek žáků 1. tříd
Variant title:
- How mothers of first graders perceive reading acquisition
Source document: Studia paedagogica. 2017, vol. 22, iss. 3, pp. [121]-148
Extent
[121]-148
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2017-3-7
Stable URL (handle): https://hdl.handle.net/11222.digilib/137157
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
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.
References
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