Universal Journal of Educational Research Vol. 4(9), pp. 2002 - 2010
DOI: 10.13189/ujer.2016.040910
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Application of Selected Outcomes from PISA and PIAAC Researches to Czech Curriculum and Reading Education


Stefan Chudy *, Dana Vicherková
Department of Pedagogy and Social Sciences, Faculty of Education, Palacky University, Czech Republic

ABSTRACT

This article deals with problematic fields which influence the level of reading strategies of fifteen to nineteen years old pupils (e.g. selected productive learning activities, work with diverse types of texts and information sources etc.). Moreover, the paper provides information about efficiency testing of pupils in selected reading strategies during entrance examination to high school and high school graduation exams. What is the connection between the trends in the Czech and foreign curriculum based upon the PISA and PIAAC outcome application? The aim of this paper is the reflection and analysis of key issues of the functional reading literacy, the methods employed were: content analysis of a selected part of the Czech curriculum, outcome comparison of international reading literacy researches PISA and PIAAC, reflection and analysis of approaches to test tasks for entrance examination to high school. This paper points out the complexity of curricular system, i.e. interdependence of primary, secondary and lifelong reading education.

KEYWORDS
Functional Reading Literacy, Functional Reading Strategy, Curriculum Documents, Difficulties in Education of a Reader, Didactical Test

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Stefan Chudy , Dana Vicherková , "Application of Selected Outcomes from PISA and PIAAC Researches to Czech Curriculum and Reading Education," Universal Journal of Educational Research, Vol. 4, No. 9, pp. 2002 - 2010, 2016. DOI: 10.13189/ujer.2016.040910.

(b). APA Format:
Stefan Chudy , Dana Vicherková , (2016). Application of Selected Outcomes from PISA and PIAAC Researches to Czech Curriculum and Reading Education. Universal Journal of Educational Research, 4(9), 2002 - 2010. DOI: 10.13189/ujer.2016.040910.