Academic Centrehttps://doi.org/10.22364/htqe.2022.51 | 714-725 | PDF
Subjective Perception of Literary Texts to Promote Text Comprehension in the Fifth Grade
Ilze Šūmane, Līga Āboltiņa
University of Latvia, Latvia
Abstract. The ability to read and perceive a text is one of the foundations necessary for a person to work with diverse texts in different life situations. Thus, the proficiency of reading competence in the last decade is a topical study object. Observations show that at the end of the first stage of primary education (at the end of the third grade), students demonstrate technically good reading skills, that is, they can clearly read written texts, follow the boundaries of sentences and read in appropriate intonation. To promote reading competence successively in the second stage of primary education, reading skills must be continuously improved by using various texts, in addition to fiction. As an art of word, literature creates, encourages and develops different experiences of each future reader. The subjective perception of a literary work is related to the awareness of the reader’s experience, synthesis of images, visualisation and awareness of fiction and reality, which is a prerequisite for understanding the text.
This research aims to explore the methodology used in literature acquisition to promote text comprehension by fifth-grade students through activating the subjective perception of literary work.
The objectives of this study are (1) to analyse research on the promotion of text comprehension and the subjective perception of literary work and (2) identify and analyse the text and subjective perceptions of fifth-grade students. Results of the text comprehension test and survey are examined in the study. The study involved 96 fifth graders.
Keywords: literary didactics, reading skills, text comprehension, subjective perception, fifth grade
In: Human, Technologies and Quality of Education, 2022. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2022. Rakstu krājums
Riga, University of Latvia, 2022. 1135 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2022
ISBN 978-9934-18-911-1