Slovotvorná kategorizácia ako stratégia pri rozvíjaní porozumenia učebného textu
Word-formative categorisation as a strategy in developing comprehension of informational text

Summary/Abstract: The aim of this paper is to present the empirical results of a qualitative research which dealt with the role of word-formative categorisation (categorization of words according to their semantic-formal features) within comprehending informational text by pupils in year 4 and 5. The rationale for this research is the range of identified problems of the Slovak pupils when they learn from informational text in the period of transition from primary to junior secondary education. Other rationales include the dissatisfying results reached by the Slovak pupils in measuring reading literacy (PIRLS), especially in comprehension of informational text. Word-formative categorisation was investigated as a possible strategy facilitating text comprehension; it means the utilisation of word-formation units (cluster, type, category) in deciphering the meaning of subject specific terminology that are subsequently used in global understanding of the text. The research design relies on both the theories of Slovak derivational morphology and the researches from the psychology of text comprehension. The multi-phase research has showed the important role of word-formative categorisation in the process of learning a specific terminology. Pupil’s awareness of word-formation processes and semantic-formal relationships between words is instrumental in deciphering meanings of subject specific terminology, which was positively observed in text reception during the lessons of other disciplines.

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