Theories and Surveys Concerning the Literacy Improvement in Primary School

There was a theory in 1960’s and her main sense was that pupils of the primary school learn to read by choosing and saying the words they expected to see. The linguists criticized this theory because they considered its explanation of reading process to be too simple. Despite of the criticism the theory demonstrates that connection between experience of listening and speaking really exists and this experience helps the pupil to enlarge their vocabulary and improve reading skills. An undertaken study showed that pupils of primary school being older and having more experience in reading and writing use more complicated strategies, for example, recognizing words’ shape, letter-sound correspondence. But these new strategies can not cross out the fact that listening and speaking experience is the basis of the processes of reading and writing.

A new study showed that female and male pupils of primary school have different literacy levels. The writing skills of boys are significantly higher than reading ones, as for the girls they have much higher writing skills than boys. The first trend is hard to explain, but the second one is connected with the fact that girls were always much more accurate and literate than boys.

According to the latest data some boys in primary school being low engaged in reading process are afraid of reading aloud in classroom. In order to solve this problem and make the engagement of male pupils in reading higher and help boys get rid of the fear some measures were assumed:
1) Male pupils were given the most interesting for them books.
2) Use of buddy systems, which presuppose the participation of older pupils in helping the younger ones. They help their mates in getting over the difficulties and improving their reading and writing skills.

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