Abstract
The studey is based on the empirical research realized in the project GA CR Realations between the skills, education and labor market outcomes: A longitudinal study (CloSE). Its aim is to find out how schooling contributes to the development of knowledge and skills in different types of schools by the so-called theory of Value Added.
The aim of our contribution is to introduce changes in the reading competencies of the same cohort of pupils who were first tested in 2012 (4th graders) and again in 2016, and to illustrate their results in reading competencies in different types of texts. This contribution is based on the results of didactic tests that are focused on the area of reading competencies.
The first survey was realized in 2012 (6th graders), the second one in 2016 (9th graders), it was the same cohort of 6,000 pupils. Based on the results, we plan to clarify how the reading competencies are enriched with the increasing age of pupils.