Teoretické modely porozumenia textu a ich interpretácie v školskom vzdelávaní
Theoretical Models of Text Comprehension and Their Interpretations in School Education

Summary/Abstract: The paper outlines a brief history of pedagogical and psychological approaches to text comprehension with emphasis on cognitive theories of reading. The special attention is payed to comparison of two groups of reading theories in a view of their contribution to education. With this aim several noted bottom-up models of reading are mentioned approaching to meaning and comprehension as a result of text decoding. The impact of these theories on teaching reading in Slovak schools is quite obvious. On contrary and more in-depth analyses of several top-down reading theories are presented explaining reading comprehension as a central component of general cognition. Reading comprehension is understood as a process of meaning construction, knowledge building and learning with emphasis on higher-level cognitive processing based on background knowledge and imagination of the reader. In conclusion the possible interconnections of the above reading schools within the context of contemporary discourse on sociocultural theories explaining reading comprehension as an outcome of socially and culturally situated communicative practice are suggested.

• Details
• Contents