Abstract:

Since 2013, the Faculty of Education at Palacký University in Olomouc in the Czech Republic has been conducting a longitudinal research on the development of teaching strategies and support for literacy among teachers in pre-primary and primary education. The paper will interpret the research results from 2023 and compare them with 2013. Due to the growing tendency to promote reading in the Czech Republic, both in the educational process and through various projects and community-wide activities, more satisfactory results emerge in the international PIRLS research conducted in the Czech Republic in 2021. In the results of the international research, pupils of the 4th grade of primary education ranked in the first half of the evaluated respondents, which indicates an improvement in the approach of teachers and society to the development of reading competences in the educational process of children already in pre-primary education and subsequently in primary education. The results of the research also point to the involvement of parents in the development of reading competences, especially in the targeted cooperation between school and family, not only in the use of new learning strategies, but also in offering literary genres and creating positive motivation in children and pupils to read. The research design was mixed, but the priority was the statistical evaluation of the data, its collection tool was a questionnaire. The research sample consisted of 189 teachers from all over the country, 106 of whom were from primary schools and 83 from kindergartens. The research findings were further supported by interviews with the educators, which were then analyzed and interpreted through coding.

Keywords:

Kindergarten, primary school, educational process, research investigation, teacher, literacy, reading competence.