Perceptions of the Reading Processes by Young School-Age Children
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.
Keywords
children’s perceptions; young school-age; reading processes; semantic categories
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University of Prešov Slovakia
https://orcid.org/0000-0001-5639-6209
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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