Abstract:

The paper is devoted to the area of reading literacy and its development in the second year of primary school. In an international Progress in International Reading Literacy Study (PIRLS) assessment study, which identifies and assesses the level of reading literacy of primary school pupils, pupils do not achieve satisfactory results in terms of understanding the subject matter. It has become a challenge for us to devote to carrying out research that is beneficial, innovative to developing reading literacy. Specifically, we focus on understanding text with respect to its multi-level breakdown, while stimulating cognitive functions. We point out the necessity of cognitive functions in the reception of text and their reflection in individual levels of understanding of the text. On this basis, we offer a new approach that is based on the assumption that if we stimulate cognitive functions and when we relate language and cognitive processes, we are more effective in learning the ability of the pupil to understand the text at each level.

The theoretical background of the research problem solving, as the systematic stimulation of cognitive functions for the development of the text comprehension level of primary school pupils, is based on the underlying postulates of cognitive linguistics, the theory of text comprehension from the perspective of various experts and the theory of speech, cognitive and metacognitive development of the child. In relation to the research methodology, the psychological theory of mediated constructivism, the realization of a qualitative research paradigm, the qualitative research process, and the qualitative analysis and interpretation are of relevance to us.

Acknowledgement:
The contribution can be made within the framework of the grant support called Aspect of pupils reading in the second class of primary school_IGA_PdF_2019_003

Keywords:

Text´s Comprehension, Reading Literacy, Primary School, Qualitative Research.