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Changes in primary school teachers' attitudes towards the application of pupils' active reading strategies
Date Issued |
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2010 |
Is it usually noticed in modem educational theory and practice that various ICT devices distract primary school pupils from reading a book in spite of the fact that ability to read (understand and analyze) a text is one of the essential abilities being acquired in primary school. The results of the researches earned out in Lithuania in 2003, 2005 and 2007 (National Fourth-formers' Achievements' Research) and internationally in 2001 and 2006 (Progress in International Reading Literacy Study (PIRLS)) show that text comprehension abilities of Lithuanian fourth-formers gradually get poorer. Moreover, boys' achievements are considerably worse than those of girls'. Expedient and purposeful selection of active reading strategies has big influence on the development of pupils' text comprehension abilities. Latin word "strategia" means guidance. A strategy is described as the whole of rules, which determine choosing a specific way of action according to certain circumstances (TZZ, 2004, 1002). Data of the researches showed that Lithuanian primary school teachers in most cases apply the only one strategy to motivate pupils' active reading - pupils' frontal answers to teacher's questions. This strategy is not sufficient in order to grant qualitative and active process of pupils' reading and text comprehension development. For this reason this article discusses various strategies that stimulate active reading and which had positive impact on pupils' text comprehension achievements during the pedagogical experiment. Moreover, this article deals with changes in primary school teachers' attitudes towards the application of pupils' active reading strategies that became clear during the the pedagogical experiment.