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CHOSEN ASPECTS OF READING LITERACY DEVELOPMENT IN LOWER SECONDARY SCHOOLS IN THE CZECH REPUBLIC
Abstract
The development of reading literacy has been a very topical issue in recent years, not only in the Czech Republic, based both on the results of research of international surveys PISA and PIRLS, and the results of many other, less significant studies of reading literacy. Over a long period, Czech pupils have been showing decreasing reading comprehension level and demonstrate overall downward trend in international comparisons. We carried out a research that investigated how reading literacy has been developed in Czech lower secondary schools and tried to find out, whether the problem of low level of pupils in reading literacy may be caused by teachers and their inappropriate ways of teaching. Our paper mainly focuses on several important findings that emerged from our own, relatively extensive research on reading literacy development in lower secondary schools in the Czech Republic. The research was realized by electronically sent questionnaire and was focused on lower secondary school teachers in the Czech Republic. The objectives of the research were to find out how literacy has been developed, respectively how reading comprehension has been taught, i.e. what methods and forms of work with texts and what kinds of texts teachers use, what methods of critical thinking they know and which of them they use, and also whether they participate in further education courses in the field of working with text (mainly critical thinking and reading literacy training and courses). The results, which were identified in our research, show that lower secondary school teachers in the Czech Republic still do not pay sufficient attention to development of pupils' reading literacy skills. They have troubles to adjust teaching to the demands that society places on pupils. However, it was not confirmed that the length of teaching experience significantly influenced the use of teaching materials and teaching methods. In the following text, we do not publish all findings, but only those that we believe are important to mention. Besides other things, the results of our research can contribute to improvement and innovation of teacher trainees' preparation in the field of working with text.
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