Hodnotenie výkonu žiakov v oblasti čítania a písania v 1. a 2. ročníku základnej školy v kontexte diagnostiky včasnej gramotnosti
Evaluation of pupils’ performance in field of reading and writing in the 1st and 2nd grade of elementary school in context of early literacy assessment

Summary/Abstract: Paper presents the Teachers’ questionnaire for literacy assessment of students (Váryová,2012), which was published as a part of the evaluation battery of tests for reading and writing (Mikulajová, 2012) and is successfully used in special educational practice. The research focuses on examining interrelationships between the mentioned questionnaire for teachers and selected tests from the MABEL battery (Caravolas et al., 2018), which assesses early literacy skills and their precursors. The results suggest that there are moderately strong correlation relationships between these diagnostic tools. The evaluation of students in the questionnaires was compared in terms of gender and school location and it was found that there are statistically significant differences between boys and girls in the first grade, yet these differences were not confirmed in the second grade.Comparison of objective performance in reading and writing tests in terms of gender did not show statistically significant differences in any of the years. The differences were not confirmed in any of the evaluation tools in terms of school location (city / municipality). Examination of children’s poor performance in objective tests compared to questionnaires showed that teachers can reveal around27-50% of below-average students in reading and writing. Closer investigation revealed that teachers can identify 6 out of 7 children with risky performance in both reading and writing. The Teachers’ questionnaire for literacy assessment provides a solid supplementary material for professionals involved in the diagnosis of students with specific developmental learning disabilities.

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