(CZ) Kognitivno-psychologicke přístupy k výskumu čítania a ich dopady na vzdělávaciu prax
(EN) Approaches to Research into Reading and its Impacts on the Educational Process From the Perspective of Cognitive Psychology

V příspěvku sapokúsime načrtnut niektoré z tém kognitívno-psychologických výsku-mov čítania, z hládiska ich potenciálnych prínosov, Hmitov i reálných dopadov na vzdelávaciu prax vyučovania čttania. V rámci priestorových možností tohto příspěvku sa opierame převážné o syntetické)sie překladové práce, aj to len výberovo, v závislosti od toho, do akej miery holi příslušné témy na poli edukačně) praxe reflektované a diskutované, připadne do ne) priamo, či nepriamo zasiahli. V neposlednom radě sapokúsime naznačit‘aj také otázky, ktoré tuto oblast‘ - napriek značnému poznatkovému potenciálu - este nezasiahli.

The article presents a brief overview of the methodological questions, results and benefits of cognitive-psychological research into reading, from the perspective of the contribution of such research to clarifying the basis and character of the process of reading, in an attempt to assess their real and potential significance for educational practise in the teaching of reading. Attention is devoted to two important chronologically successive stages in research (from the 1960s to the end of the 1990s), focusing from the outset on reading as the decoding of meaning and the investigation of the role of basal-sub-lexical processes in this process, with relatively consistent results suggesting the crucial position of phonological processes. A number of shifts in focus on understanding as the product of reading, marked by interdisciplinary (psy-cho-linguistic) investigation of the cognitive processes involved in the construction of the understanding of texts are characterised with reference to dominant research themes and representative theoretical models of understanding. Special attention is devoted to study of meta-cognitive processes and strategies of reading from the point of view of their general use in theory and educa-tional practice.