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Social context of child reading in ontogenetic comparison
Title Social context of child reading in ontogenetic comparison Author info Simoneta Babiaková, Bronislava Kasáčová Author Babiaková Simoneta 1959- (50%) UMBPF07 - Katedra elementárnej a predškolskej pedagogiky
Co-authors Kasáčová Bronislava 1959- (50%) UMBPF07 - Katedra elementárnej a predškolskej pedagogiky
Source document EDULEARN20 Proceedings : 12th annual international conference on education and new learning technologies, Palma de Mallorca, 6st - 7rd of July, 2020 : virtual conference. S. 6341-6351. - Valencia : IATED: International Academy of Technology, Education and Development, 2020 ; EDULEARN20 annual international conference on education and new learning technologies Keywords sociálne kontexty čitatelia - readers - librarian readers medzinárodné porovnanie Form. Descr. príspevky v zborníku - proceedings papers Language English Country Spain Annotation The study presents research results solved by project VEGA No. 1/0455/18 named "Research and Development of Reading Enthusiasm with Younger Learners. We examined the social context of the young readers from Slovak schools. The research sample consisted of 693 younger and 534 older elementary school students. We created specific subgroups of reading level based on the sequential theory resulting from respondents‘ answers in focused interviews: reader enthusiast “A” , reader with interest “I”, non-reader without problems “G”, non-reader with problems “N”. We took into account the respondents' relationship to reading and the level of their reading. Our research instrument (47 items questionnaire) revealed the reader's characters, the social context of their reading, and his/her reading preferences. In this paper we focus on the social context of reading in the comparison of younger and older pupils classified into specific groups. The results of the research show statistical differences in the responses of younger and older pupils. Fewer older than younger pupils say that parents enjoy when he/she is reading. Younger pupils read more than older, and most pupils in both groups do not like to read aloud to classmates. Mothers most often advise what to read in the case of younger children, older students respect more friend when need some advices about reading. Parental authority and sharing of reading interests with parents decreases dependently on the age. Respondents‘ friends replace parents. Teachers in both age groups are advisors for only about 6% of pupils, which is deplorably low. The paper focuses on comparing the social context of reading in the subgroups A I G N. Based on the results of the research, we have formulated our recommendations for developing the reading of students at school and children in the families URL Link na zdrojový dokument Link na plný text Public work category AFC No. of Archival Copy 48581 Catal.org. BB301 - Univerzitná knižnica Univerzity Mateja Bela v Banskej Bystrici Database xpca - PUBLIKAČNÁ ČINNOSŤ 
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