Osvojování dovednosti čtení očima matek žáků 1. tříd

Abstract

Abstrakt

Approaches mothers of first graders use to deal with perceived reading difficulties

“…Sénéchal & LeFevre, 2014, who report that 76% of the parents surveyed performed activities or adjusted activities in relation to the child's school results). Drawing on this research, in a previous paper (Sedláčková, 2017), I identified three qualitatively different reading aspirations among the mothers in my data that could not easily be ranked from "lowest" to "highest", since each concerned the development of different reading literacy areas: a) mothers with practical reading aspirations wanted their children to master reading well enough for use in everyday life; (b) mothers with experiential reading aspirations wanted their children to enjoy reading and to develop a positive relationship with books and reading; c) mothers with developmental reading aspirations thought it important for their children to acquire reading skills as a value for further development. There can be some overlaps in these different types of aspirations, but only partial.…”

“…In the Czech Republic, much attention is being devoted to reading comprehension difficulties (as a result of comparatively lower student scores on the PISA and PIRLS tests) (Wildová, 2012b;Wildová, Kropáčková, & Kucharská, 2014). In addition to these problems, the mothers in my research (Sedláčková, 2017) also mentioned a lack of interest in reading, which on one hand could extend beyond the scope of the list provided above, but on the other could be seen as possibly permeating it. Case et al (2010) argue that parents are able to assess their child's reading skills relatively accurately.…”

“…Melhuish et al (2001in Desforges & Abouchaar, 2003 consider the types of specific activities that parents do with their children to support reading literacy development to be part of the home learning environment (HLE) and to include reading, visiting libraries, playing with letters, numbers and shapes, painting and drawing, playful learning of letters and rhymes and singing. According to Leseman and de Jong (1998), however, the HLE can be perceived not simply in the sense of formalized activities, but also as finer, less obvious or clear-cut parental behaviours that create a framework for and regulate these activities -for instance learning opportunities, the quality of instructions, the quality of cooperation and socio-emotional quality of joint interactions between mother and child (Sedláčková, 2017). However, there is hardly any research on how parental approaches differ from one another with regard to this behaviour.…”

“…These expectations and goals are closely related to the significance parents attach to their children's reading (Sedláčková, 2017).…”

“…They also highlighted the risk that parents might internalize the child's perceived problems and that this could affect parental behaviour during home reading activities because their perception was of a "child with reading difficulties". This perspective can be exacerbated by feelings of frustration experienced when trying to help the child and concern about future achievement (Bonifacci, Montuschi, Lami, & Snowling, 2014;Hughes, Schumm, & Vaughn, 1999;Presslerová & Kucharská, 2017;Sedláčková, 2017).…”