Perceptions of the Reading Processes by Young School-Age Children

Authors

DOI:

https://doi.org/10.31261/TPDJP.2023.32.12

Keywords:

children’s perceptions, young school-age, reading processes, semantic categories

Abstract

The aim of this paper is to present research findings concerning children’s perceptions of reading processes. The empirical data was collected from the third year primary school pupils as part of a wider research on reading comprehension. In the qualitative research, we used the semi-structured microinterview method to collect data and the content analysis method to evaluate it. The results of the research highlight similarities and differences in children’s interpretations of reading processes, as well as the influence of their previous reading experiences on their ways of conceptualization and development of linguistic competences. The occurrence of the identified semantic categories in the individual participants confirms the structured and multi-component nature of children’s images.

Author Biography

Ľudmila Liptáková, University of Prešov

Ľudmila Liptáková, PhD., a professor at the University of Prešov, Faculty of Education, Slovakia. She works in the field of linguistics and methodology of L1 teaching/learning. Her research is focused on the following subjects: word-formation of contemporary Slovak language; lexical and word-formation development in Slovak speaking children; implicit linguistic knowledge of a child; methodology of L1 teaching/learning; stimulation of executive
and cognitive functions in junior school-age children.

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Published

2023-12-28

How to Cite

Liptáková, Ľudmila. (2023). Perceptions of the Reading Processes by Young School-Age Children. Z Teorii I Praktyki Dydaktycznej Języka Polskiego, 32, 1–12. https://doi.org/10.31261/TPDJP.2023.32.12

Issue

Vol. 32 (2023): Edukacyjne światoobrazy szkoły i uniwersytetu. Dydaktyka języka polskiego jako zobowiązanie

Section

Literary and Cultural Education

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