Reading ability is one of the basic communication skills that students develop in the first three years of primary school. It enables them to receive and produce texts in a quality way. Reading ability includes skills (fluent and accurate reading, comprehension of what is read) that people need throughout their lives. It is composed of several elements, i.e. reading technique, accuracy, speed, expressiveness, volume, clarity and rhythm. In order for a child to become an effective reader, all elements must be developed. Their development can take place in various ways. The teacher is autonomous in this.
In the theoretical part of the master's thesis, we wrote about reading literacy, reading ability and what are the differences between them. We wrote about the development of reading ability in the first trimester of primary school, about the factors of reading efficiency, motivation for reading and about effective reading methods and strategies in the first trimester of primary school. For the purpose of the master's thesis, we conducted a research, by which we introduced short, multisensory and movement activities for development of reading ability and intensive individual reading in the lessons of the 2nd grade of primary school. Before implementing this, we checked the students reading, followed by the implementation of the activity. After one month, we checked the reading ability respectively the elements of the reading ability again. The data were analyzed by the so called ¨SPSS program˝. The results of both reading tests and their comparison were presented graphically and analytically in the empirical part of the master's thesis. In addition, we presented short activities with added movement for development of reading ability and the results of testing yet another group of children, who were included in the study later on and did not participate in the planned activities. We compared the reading abilities of children from this group with the results of the second test of the experimental group. We found that after the second reading test, students made progress in reading technique, rhythm, accuracy, expressiveness and clarity. There were no significant differences in reading volume and speed. We also found that the activities were particularly effective for students with reading difficulties.
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