Abstract
This article deals with problematic fields which influence the level of reading strategies of fifteen to nineteen years old pupils (e.g. selected productive learning activities, work with diverse types of texts and information sources etc.). Moreover, the paper provides information about efficiency testing of pupils in selected reading strategies during entrance examination to high school and high school graduation exams. What is the connection between the trends in the Czech and foreign curriculum based upon the PISA and PIAAC outcome application? The aim of this paper is the reflection and analysis of key issues of the functional reading literacy, the methods employed were: content analysis of a selected part of the Czech curriculum, outcome comparison of international reading literacy researches PISA and PIAAC, reflection and analysis of approaches to test tasks for entrance examination to high school. This paper points out the complexity of curricular system, i.e. interdependence of primary, secondary and lifelong reading education.
Highlights
Dynamic progress in research of reading literacy of pupils and adults is taking place in the 21st century
From the survey of the current pedagogical reality in the field of reading literacy anchored in the current educational curriculum Framework Educational Program Czech Language and Literature for Basic Education as well as Framework Educational Program for grammar high schools and Standards, a conclusion is drawn that a gradual reflection of the outputs of international surveys on reading literacy (PISA i PIAAC) is being implemented
A convenient political and expert knowledgeable decision appears to be the gradual introduction of compulsory didactical tests from the Czech Language and Literature within the transitional framework from a primary education to a high school education which is being terminated by completing a Czech state examination
Summary
Dynamic progress in research of reading literacy of pupils and adults is taking place in the 21st century. Both of these research fields reflect the demands for text comprehension of nowadays society. The research PISA shows difference in educational systems of participating countries (e.g. results, equality of access to education). According to PISA there is a weak dependency between socioeconomic background and the results of pupils. This evidence tells us that educational system is just to the pupils ant it gives them equal opportunities for education. The Czech Republic (CR) belongs to the group of countries with below average results in researches of reading literacy. That is the age of transition from childhood to adulthood
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