Abstract:

Reading and reading literacy are necessary prerequisites for the development of key competencies. At the same time, reading can enrich a person and can be considered one of the forms of mental hygiene. That is why reading skills need to develop from an early age. The primary role for development is played by the family, and secondarily by the primary school. The development of reading literacy in the primary school environment takes place across subjects. Building a relationship with reading comes mainly through active reading, while internal motivation is important. At the Faculty of Education of Palacký University in Olomouc (Czech Republic), research was carried out in 2020, which followed two previous researches and its aim was to analyze the level of reading competencies of 3rd class of elementary school pupils in connection with the current curriculum, the Framework Education Programme for Elementary Education. The research sample consisted of 213 pupils of the 3rd class of elementary school in the Czech Republic. Through a didactic test, individual categories of reading literacy were evaluated, such as reading comprehension, text judgment, metacognition and text application. Within the quantitative research, a research problem was formulated, linked to the levels of reading literacy in compatibility with the outputs of the curricular document, namely in the educational area of Language and communication. In this context, the differences between girls and boys in the monitored variables were also monitored. Although proprietary research tools were used for the research survey, these tools were created on the basis of defined categories of test items used in international PIRLS surveys. For this reason, the data obtained are very valuable and can be used for further research in this area.

Keywords:

Primary schools, reading literacy, didactic test, PIRLS, quantitative research, levels of reading literacy, correlation of levels, hypotheses, metacognition.