Rozvíjanie bazálnej gramotnosti na hodinách anglického jazyka v primárnej edukácii

Marta Filičková

doi:10.5507/magister.2013.21

Vol. 1 No. 1 (2013): Magister Articles

Developing basic literacy in english language classes in primary education

Marta Filičková, ¹ Author

Prešovská univerzita v Prešově Slovenská republika, Pedagogická fakulta

DOI: https://doi.org/10.5507/magister.2013.21

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Developing basic literacy in english language classes in primary education. (2024). Magister, 1(1), 102-127. https://doi.org/10.5507/magister.2013.21

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Abstract

The article depicts the issue of basal literacy development and the development of its components–phonemic awareness and phonics. Theoretical part of the article deals with the characteristics of main concepts. The empirical part, on the other hand, covers the research, including describing the research aims, methods, realization and results. The research has been carried out within the author's doctoral study.

Keywords Current state of basal literacy development Phonemic awareness Phonics Primary education Englishlanguage teaching

References

Allor, J. H. (2002) The relationships of phonemic awareness and rapid naming to reading development. Learning Disability Quarterly. vol. 25, Issue 1, str. 47-54. Search in Google Scholar
Armbruster, B. B., F. Lehr a J. Osborn. Put reading first. The research building blocks of reading instruction. Kindergarten through grade 3. June 2003. Search in Google Scholar
Barron, R. W. (1991) Proto-literacy, literacy and the acquisition of phonological awareness. Learning and Individual Differences. 3, 3, s. 243-255. Search in Google Scholar
Belásová, Ľ. (2006) Utváranie počiatočnej gramotnosti rómskych žiakov. Prešov: Vydavateľstvo Prešovskej univerzity v Prešove. ISBN 80-8068-410 3. Search in Google Scholar
Biskupičová, K., K. Bockaničová, D. DE Jaegher, D. Ďuranová, E. Farkašová, A. Haverová, S. Hoangová a B. Menzlová. (2011) Štátny vzdelávací program – Anglický jazyk. Príloha ISCED 1. Search in Google Scholar
Bongaerts, T., B. Planken a E. Schils. (1995) Can late starters attain a native accent in a foreign language: A test of the Critical Period Hypothesis. In Singleton, D. a Z. Lengyel (Eds.): The Age Factor in Second Language Acquisition. Clevedon: Multilingual Matters. Search in Google Scholar
Bradley, L. a P. Bryant. (1983) Categorizing sounds and learning to read: A casual connection. Nature. 301, 419-421. Search in Google Scholar
Brťka, J. (1980) Metodická príručka na čítanie a písanie v 1. ročníku základnej školy. Bratislava: Slovenské pedagogické nakladatelstvo. Search in Google Scholar
Byrne, B. (1998) The foundation of literacy: The child’s acquisition of the alphabetic principle. Hove, UK: Psychology Press. Search in Google Scholar
Caravolas, M. (2004) Spelling development in alphabetic writing systems: A crosslinguistic perspective. European Psychologist. 9, 1, 3–14. Search in Google Scholar
Castro, O. a V. Peck. (2005) Learning styles and foreign language learning difficulties. Foreign language annals. Vol. 38, issue 3. str. 401-408. Search in Google Scholar
Chen, T. a G. B. Chang. (2004) The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals. Vol. 37. Issue 2. str. 279-285. Search in Google Scholar
Čižmarovič, Š. a V. Kalná. (1991) Pedagogická diagnostika čítania mladších žiakov. Bratislava: SPN. Search in Google Scholar
Feuerstein, R., R. S. Feuerstein, L. Falik a Y. Rand. (2006) The Feuerstein Instrumental enrichment program. Israel: ICELP Publications. Search in Google Scholar
Flege, J., S. Yeni-Komshian a S. Liu. (1999) Age constraints on second-language acquisition. Journal of Memory and Language. 41, 78–104. Search in Google Scholar
Ganschow, L. a R. L. Sparks. (1986) Learning disabilities and foreign language difficulties: Deficit in listening skills? Journal of Reading, Writing and Learning Disabilities International, 2, str. 305-319. Search in Google Scholar
Gavora, P. (2003) Modely a úrovne gramotnosti. In GAVORA, P a O. ZÁPOTOČNÁ (Eds.): Gramotnosť – vývin gramotnosti jej didaktického usmerňovania. Bratislava: Univerzita Komenského Bratislava, s. 11-25. Search in Google Scholar
Gavora, P. (2008) Úvod do pedagogického výskumu. 4.vyd. Bratislava: Univerzita Komenského. ISBN 978-80-223-2391-8. Search in Google Scholar
Hanušová, S. a P. Najvar. (2008) Raná výuka cizího jazyka. In Pokrivčáková, S. (Ed.): Inovácie a trendy vo vyučovaní cudzích jazykov u žiakov mladšieho školského veku. Nitra. Search in Google Scholar
Hulme, Ch., M. Snowling, M. Caravolas a J. Caroll. (2005) Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart. Scientific Studies of Reading. 9 (4), 351-365. Search in Google Scholar
Humajová, Z. a Z. Klačanská. (2007) Zabudnuté čítanie. Čitateľská gramotnosť v školách. Bratislava: Konzervatívny inštitut M. R. Štefánika. ISBN 978-89121-16-8. Search in Google Scholar
Izzo, A. (2002) Phonemic awareness and reading ability: an investigation with young readers who are deaf. American Annals of the Deaf. vol. 147, issue 4, str. 18-28. Search in Google Scholar
Kahn-Horwitz, J., R. L. Sparks a J. Shimron. (2006) Weak and Strong Novice Readers of English as a Foreign Language: Effects of First Language and Socioeconomic Status. Annals of Dyslexia. Vol. 56, No. 1. str. 161-185. ISSN 0736-9387. Search in Google Scholar
Kovalčíková, I. (2010) Kognitívna edukácia a kompetencie učiteľa: možnosti identifikácie deficitných kognitívnych funkcií žiaka ako predpoklad ich ďalšej stimulácie. In I. Kovalčíková (Ed.), Kognitívna stimulácia individuálnych edukačných potrieb žiaka zo sociálne znevýhodňujúceho prostredia (str. 37-61). Prešov: Vydavateľstvo Prešovskej university. Search in Google Scholar
Krashen, S., M. Long a R. Scarcella. (1979) Age, rate and eventual attainment in second language acquisition. TESOL Quarterly 13, 573–82. Rowley, MA: Newbury House. Search in Google Scholar
Kulhánková, E. a G. Málková. (2008) Fonematické uvědomování a jeho role ve vývoji gramotnosti. E-psychologie [online]. 2(4), 24-37. Dostupný z WWW: . ISSN 1802-8853. Search in Google Scholar
Lechta, V., Z. Cséfalvay, A. Kerekrétiová, Z. Matějček, M. Mikulajová, V. Nádvorníková, J. Pečeňák a Z. Tarkowski. (2002) Diagnostika narušenej komunikačnej schopnosti. Martin: Osveta. Search in Google Scholar
Najvar, P. (2008) Raná výuka cizích jazyku v České republice na přelomu 20. a 21. století. Dizertačná práca. Brno. Search in Google Scholar
Pickering, S. J. (2006) Working memory and education. California: Academic Press. Search in Google Scholar
Pupala, B. a O. Zápotočná. (2010) Vzdelávanie ako formovanie kultúrnej gramotnosti. In Kolláriková, Z. a B. Pupala: Predškolská a elementárna pedagogika. Praha: Portál. ISBN 978-80-7367-828-9. Search in Google Scholar
Rayner, K., B. R. Foorman, C. A. Perfetti, D. Pesetsky a M. S. Seidenberg. (2002) How should reading be taught? Scientific American. vol. 286, No. 3, str. 71-77. Search in Google Scholar
Roth, F. P., C. K. Wortington a G. A. Troia. (2009) PASS: A phonological awareness intervention program for at-risk preschol children. ASHA Convention. Search in Google Scholar
Straková, Z. (2012) Uplatňovanie základných osvojovacích princípov v jednotlivých ročníkoch primárneho vzdelávania. In Straková, Z. a I. Cimermanová (Eds.): Učiteľ cudzieho jazyka v kontexte primárneho vzdelávania. Prešov: Vydavateľstvo Prešovskej univerzity. Search in Google Scholar
Stuart, M. (1995) Prediction and qualitative assessment of fiveand six-year-old children’s reading: A longitudinal study. British Journal of Educational Psychology, 65, 287–296. Search in Google Scholar
Treiman, R. (2005) Linguistic constraints on literacy development: Introduction to special issue. Journal of Experimental Child Psychology. 92, 103-106. Search in Google Scholar
Uhry, J. K. (1999) Phonological awareness and reading: Research activities, and instructional materials. In BIRSH, J. R. (Ed.): Multisensory teaching of basic language skills, str. 63-84. Baltimore, MD: Paul H Brookes Publishing Company. Search in Google Scholar
Zápotočná, O. (2004) Kultúrna gramotnosť v sociálnopsychologických súvislostiach. Bratislava: Album. ISBN 80-968667-3-7. Search in Google Scholar
Zápotočná, O. (2010) Rozvoj počiatočnej literárnej gramotnosti. In Kolláriková, Z. a B. PUPALA. Predškolská a elementárna pedagogika. Praha: Portál. ISBN 978-80-7367-828-9. Search in Google Scholar
Zápotočná, O. a Z. Petrová. (2010) Jazyková gramotnosť v predškolskom veku. Trnava: Vydavateľstvo Pedagogickej fakulty Trnavskej univerzity v Trnave. ISBN 978-80-8082-404-4. Search in Google Scholar

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[1] Allor, J. H. (2002) The relationships of phonemic awareness and rapid naming to reading development. Learning Disability Quarterly. vol. 25, Issue 1, str. 47-54. Search in Google Scholar

[2] Armbruster, B. B., F. Lehr a J. Osborn. Put reading first. The research building blocks of reading instruction. Kindergarten through grade 3. June 2003. Search in Google Scholar

[3] Barron, R. W. (1991) Proto-literacy, literacy and the acquisition of phonological awareness. Learning and Individual Differences. 3, 3, s. 243-255. Search in Google Scholar

[4] Belásová, Ľ. (2006) Utváranie počiatočnej gramotnosti rómskych žiakov. Prešov: Vydavateľstvo Prešovskej univerzity v Prešove. ISBN 80-8068-410 3. Search in Google Scholar

[5] Biskupičová, K., K. Bockaničová, D. DE Jaegher, D. Ďuranová, E. Farkašová, A. Haverová, S. Hoangová a B. Menzlová. (2011) Štátny vzdelávací program – Anglický jazyk. Príloha ISCED 1. Search in Google Scholar

[6] Bongaerts, T., B. Planken a E. Schils. (1995) Can late starters attain a native accent in a foreign language: A test of the Critical Period Hypothesis. In Singleton, D. a Z. Lengyel (Eds.): The Age Factor in Second Language Acquisition. Clevedon: Multilingual Matters. Search in Google Scholar

[7] Bradley, L. a P. Bryant. (1983) Categorizing sounds and learning to read: A casual connection. Nature. 301, 419-421. Search in Google Scholar

[8] Brťka, J. (1980) Metodická príručka na čítanie a písanie v 1. ročníku základnej školy. Bratislava: Slovenské pedagogické nakladatelstvo. Search in Google Scholar

[9] Byrne, B. (1998) The foundation of literacy: The child’s acquisition of the alphabetic principle. Hove, UK: Psychology Press. Search in Google Scholar

[10] Caravolas, M. (2004) Spelling development in alphabetic writing systems: A crosslinguistic perspective. European Psychologist. 9, 1, 3–14. Search in Google Scholar

[11] Castro, O. a V. Peck. (2005) Learning styles and foreign language learning difficulties. Foreign language annals. Vol. 38, issue 3. str. 401-408. Search in Google Scholar

[12] Chen, T. a G. B. Chang. (2004) The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals. Vol. 37. Issue 2. str. 279-285. Search in Google Scholar

[13] Čižmarovič, Š. a V. Kalná. (1991) Pedagogická diagnostika čítania mladších žiakov. Bratislava: SPN. Search in Google Scholar

[14] Feuerstein, R., R. S. Feuerstein, L. Falik a Y. Rand. (2006) The Feuerstein Instrumental enrichment program. Israel: ICELP Publications. Search in Google Scholar

[15] Flege, J., S. Yeni-Komshian a S. Liu. (1999) Age constraints on second-language acquisition. Journal of Memory and Language. 41, 78–104. Search in Google Scholar

[16] Ganschow, L. a R. L. Sparks. (1986) Learning disabilities and foreign language difficulties: Deficit in listening skills? Journal of Reading, Writing and Learning Disabilities International, 2, str. 305-319. Search in Google Scholar

[17] Gavora, P. (2003) Modely a úrovne gramotnosti. In GAVORA, P a O. ZÁPOTOČNÁ (Eds.): Gramotnosť – vývin gramotnosti jej didaktického usmerňovania. Bratislava: Univerzita Komenského Bratislava, s. 11-25. Search in Google Scholar

[18] Gavora, P. (2008) Úvod do pedagogického výskumu. 4.vyd. Bratislava: Univerzita Komenského. ISBN 978-80-223-2391-8. Search in Google Scholar

[19] Hanušová, S. a P. Najvar. (2008) Raná výuka cizího jazyka. In Pokrivčáková, S. (Ed.): Inovácie a trendy vo vyučovaní cudzích jazykov u žiakov mladšieho školského veku. Nitra. Search in Google Scholar

[20] Hulme, Ch., M. Snowling, M. Caravolas a J. Caroll. (2005) Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart. Scientific Studies of Reading. 9 (4), 351-365. Search in Google Scholar

[21] Humajová, Z. a Z. Klačanská. (2007) Zabudnuté čítanie. Čitateľská gramotnosť v školách. Bratislava: Konzervatívny inštitut M. R. Štefánika. ISBN 978-89121-16-8. Search in Google Scholar

[22] Izzo, A. (2002) Phonemic awareness and reading ability: an investigation with young readers who are deaf. American Annals of the Deaf. vol. 147, issue 4, str. 18-28. Search in Google Scholar

[23] Kahn-Horwitz, J., R. L. Sparks a J. Shimron. (2006) Weak and Strong Novice Readers of English as a Foreign Language: Effects of First Language and Socioeconomic Status. Annals of Dyslexia. Vol. 56, No. 1. str. 161-185. ISSN 0736-9387. Search in Google Scholar

[24] Kovalčíková, I. (2010) Kognitívna edukácia a kompetencie učiteľa: možnosti identifikácie deficitných kognitívnych funkcií žiaka ako predpoklad ich ďalšej stimulácie. In I. Kovalčíková (Ed.), Kognitívna stimulácia individuálnych edukačných potrieb žiaka zo sociálne znevýhodňujúceho prostredia (str. 37-61). Prešov: Vydavateľstvo Prešovskej university. Search in Google Scholar

[25] Krashen, S., M. Long a R. Scarcella. (1979) Age, rate and eventual attainment in second language acquisition. TESOL Quarterly 13, 573–82. Rowley, MA: Newbury House. Search in Google Scholar

[26] Kulhánková, E. a G. Málková. (2008) Fonematické uvědomování a jeho role ve vývoji gramotnosti. E-psychologie [online]. 2(4), 24-37. Dostupný z WWW: . ISSN 1802-8853. Search in Google Scholar

[27] Lechta, V., Z. Cséfalvay, A. Kerekrétiová, Z. Matějček, M. Mikulajová, V. Nádvorníková, J. Pečeňák a Z. Tarkowski. (2002) Diagnostika narušenej komunikačnej schopnosti. Martin: Osveta. Search in Google Scholar

[28] Najvar, P. (2008) Raná výuka cizích jazyku v České republice na přelomu 20. a 21. století. Dizertačná práca. Brno. Search in Google Scholar

[29] Pickering, S. J. (2006) Working memory and education. California: Academic Press. Search in Google Scholar

[30] Pupala, B. a O. Zápotočná. (2010) Vzdelávanie ako formovanie kultúrnej gramotnosti. In Kolláriková, Z. a B. Pupala: Predškolská a elementárna pedagogika. Praha: Portál. ISBN 978-80-7367-828-9. Search in Google Scholar

[31] Rayner, K., B. R. Foorman, C. A. Perfetti, D. Pesetsky a M. S. Seidenberg. (2002) How should reading be taught? Scientific American. vol. 286, No. 3, str. 71-77. Search in Google Scholar

[32] Roth, F. P., C. K. Wortington a G. A. Troia. (2009) PASS: A phonological awareness intervention program for at-risk preschol children. ASHA Convention. Search in Google Scholar

[33] Straková, Z. (2012) Uplatňovanie základných osvojovacích princípov v jednotlivých ročníkoch primárneho vzdelávania. In Straková, Z. a I. Cimermanová (Eds.): Učiteľ cudzieho jazyka v kontexte primárneho vzdelávania. Prešov: Vydavateľstvo Prešovskej univerzity. Search in Google Scholar

[34] Stuart, M. (1995) Prediction and qualitative assessment of fiveand six-year-old children’s reading: A longitudinal study. British Journal of Educational Psychology, 65, 287–296. Search in Google Scholar

[35] Treiman, R. (2005) Linguistic constraints on literacy development: Introduction to special issue. Journal of Experimental Child Psychology. 92, 103-106. Search in Google Scholar

[36] Uhry, J. K. (1999) Phonological awareness and reading: Research activities, and instructional materials. In BIRSH, J. R. (Ed.): Multisensory teaching of basic language skills, str. 63-84. Baltimore, MD: Paul H Brookes Publishing Company. Search in Google Scholar

[37] Zápotočná, O. (2004) Kultúrna gramotnosť v sociálnopsychologických súvislostiach. Bratislava: Album. ISBN 80-968667-3-7. Search in Google Scholar

[38] Zápotočná, O. (2010) Rozvoj počiatočnej literárnej gramotnosti. In Kolláriková, Z. a B. PUPALA. Predškolská a elementárna pedagogika. Praha: Portál. ISBN 978-80-7367-828-9. Search in Google Scholar

[39] Zápotočná, O. a Z. Petrová. (2010) Jazyková gramotnosť v predškolskom veku. Trnava: Vydavateľstvo Pedagogickej fakulty Trnavskej univerzity v Trnave. ISBN 978-80-8082-404-4. Search in Google Scholar

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Developing basic literacy in english language classes in primary education

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