Reading Instruction in the Primary Grades
Reading instruction in the Slovak Republic officially starts in the first grade of primary school, although preprimary education gives children opportunities to develop basic reading skills. Initial reading instruction is divided into introductory, primer, and basal reader phases using the analytic‑synthetic or synthetic teaching method. The introductory phase, which prepares children to read, varies in length depending on their specific needs. During the primer phase, students gradually learn to identify phonemes and syllables, and read words (including those with special phonemes). The basal reader phase deepens these skills, allowing students to learn to intonate, reproduce, and read silently. Students also learn to write in cursive. Reading and writing instructions are tightly connected, but since the progress in reading is naturally faster than writing in cursive, an asymmetry between the ability to read and to write develops. To reduce this asymmetry, some schools teach writing in both cursive and in easier to learn uppercase letters
Subsequent grades are dedicated to improving reading comprehension. Special attention is given to developing effective reading techniques, reciting poetry and prose, taking notes, using reference materials, and analyzing and evaluating texts read in class. Literature education is intended to stimulate interest in reading and enjoyment of literature, stress the ethical and aesthetic functions of reading and literature, and create positive personal attitudes and values in students.
Instructional Materials
Two types of textbooks are used in Slovak schools. Textbooks approved by the Ministry are free for all students, while those the Ministry has merely recommended must be purchased by schools or students. Under certain circumstances, however, Ministry‑recommended textbooks also may be financially supported by the government.12
When the students tested in PIRLS 2016 were in the first grade, teachers could choose from three approved primers. In subsequent grades, they used a textbook for language instruction and a basal reader containing excerpts from Slovak and international fiction for literature instruction. Teachers are encouraged to use other instructional resources such as children’s magazines, books, encyclopedias, videos, and audiobooks. Teachers may choose to use additional materials in the classroom, depending on their lesson objectives and the teaching method. Most schools have a library available for students, and sometimes a bookshelf is located within the classroom.
Use of Technology
The availability and use of technology in schools has changed extensively since the turn of the century. Several organizations provide Information and Communications Technology (ICT) equipment and training to schools. For example, the Infovek project (now called the Development of Regional Education Informatization project) was introduced in 1999 with the aim of equipping all schools with computers, multimedia classrooms, and an Internet connection.13 An important part of the project has been to train teachers in the basics of working with ICT and its practical application in the education process. Participating schools—equipped with educational and technical software, ICT textbooks, laptops, and interactive whiteboards—receive free Internet connections and antivirus software. Schools also can purchase ICT equipment with financial support from donors, EU funds, national organizations, or their own resources.
Previously, ICT was primarily intended for teachers’ use, but the emphasis now is on students’ work.14 Students use computers for the subject of informatics, which is compulsory during three of the four ISCED Level 1 grades. Depending on the facilities at their school, teachers of other subjects also may choose to use computers during instruction.
Role of Reading Specialists
A single class teacher usually teaches all subjects (except for foreign languages) to students attending the first stage of primary school (Grades 1 to 4), including language and reading. Generally, special training for reading teachers beyond the basic teacher education and practice offered at teacher education colleges is not provided. However, some training institutions offer teachers opportunities for further education and professional development. Numerous optional courses aim at introducing innovative ways of teaching, including modern methods in reading instruction.
In 2009, an act defining the roles and responsibilities of school psychologists, school speech therapists, school special pedagogues, remedial pedagogues, and social pedagogues was introduced.15 However, schools are not required to employ these specialists, and many cannot afford to do so.
Second Language Instruction
Slovak is taught as a second language for students with a different language of instruction. The official document in effect for students tested in PIRLS 2016 requires these schools to divide at least 21 hours of Slovak language and literature instruction per week among Grades 1 to 4.16