Poucavanje i usvajanje citalacke pismenosti u mladjim razredima osnovne skole u Crnoj Gori

Abstract

The aim of this research was to examine the teachers' opinions on the contextualization of reading literacy in elementary schools in Montenegro and what should be done for its improvement. The context in question entails: Subject program (2011), teaching methods and learning strategies of reading, textbooks, family and school environment and their support for the development of the reading literacy. The research included qualitative methodology approach and group interviews. We set up a series of problem-solving questions related to the elements which are considered, according to previous research, critical for the development of reading literacy. These are: phonological awareness, grapho-phonemic skills, reading fluency, vocabulary adoption and development methods, reading comprehension monitoring, co-operative learning, the use of graphic and semantic knowledge organizers, asking and answering, identifying textual structures, and summarizing. These elements were analyzed in the above contextual framework. We started from the assumption that the respondents (N=36) would point out the flaws in the given context. The key findings were singled out and followed by the categorization of the questions. Our respondents, in each category, indicated the contextual elements that should be improved in order to improve reading literacy. They particularly singled out the need to work on: the adoption and development of vocabulary, collaborative learning, the use of graphic and semantic organizers of knowledge, and the identification of the structure of the text. All these elements are an integral part of language teaching, but they obviously need to be more explicitly set out in the program and their improvement demands additional methodological support.