Monitoring
the use of innovative psycho-didactic processes in reading
literacy development
Our paper intended to provide a
brief explanation of the issue of reading literacy from the theoretical point
of view. Alongside this, we suggested direction of innovative processes and
their impact on school learning. At this moment, it is not possible to
formulate general conclusions and recommendations for further possible ways of innovative
processes of initial reading skills development. Therefore we provide a more
general conclusion, which could be put to use instantly as one of the
inspirations. Monitoring the situation in European education systems could be
this inspiration. When analysing curricular documents we may find that in
majority cases reading literacy development is one of the priorities and even
at the level of nation-wide documents it is of great importance. Likewise,
attention is paid to the factors affecting reading literacy development –
ranging from working with pupils with special educational needs, multicultural individuals
to school equipment and extracurricular work with parents. The latest EU
document – Teaching Reading in Europe provides a detailed analysis of
curricular documents of member states from the standpoint of reading literacy
development including recommendations for the optimization of this development.
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