Reading Literacy from Point of View of Framework Education Programmes and School Education Programmes
Abstract
This study deals with anchoring reading literacy in framework and selected school education programmes. The aim of this study was to analyse how reading literacy is integrated in the FEP at all levels of education (excluding preschool education) and to analyse how reading literacy is integrated in SEP, for teachers involved in the development of key competences within subject didactics, cross-curricular themes and inter-subject relations "Enhancing the quality of pupil education, developing key competences, areas of education and literacies." The content analysis of the FEP was based on the reading literacy concept of the VÚP expert panel and the criteria of the analysis were reading literacy components: relationship to reading - sharing - obtaining information - processing information - application - judgement and evaluation - metacognition.
The same criteria were used for the analysis of SEP teachers involved in the project mentioned above. The results of the FEP analysis show that reading literacy is still not an important aim of basic curriculum documents.
Reading literacy components are represented, particularly in the RVP ZV and RVP SOV, especially the emphasis on obtaining and processing information. The least emphasis is put on endorsing a positive relationship to literature, on endorsing the pleasure from reading and sharing the reading experience, that are a prerequisite for the development of reading literacy.
Teachers from practice also confirmed this on the basis of their SEPs analysis and pointed out the insufficient didactic and comprehensive process of implementation of the reading literacy teaching into educational reality.