Roly čitateľa v čitateľa v čitateľa v procese čítania

Variant title
The roles of reader in the reading process
Source document: ProInflow. 2015, vol. 7, iss. 2, pp. 30-40
  • ISSN
License: Not specified license
Cieľom tohto článku je podať komplexný obraz rozličných rolí vyplývajúcich pre čitateľa v procese čítania. Použitím metódy analýzy, syntézy, hodnotenia a porovnávania prístupov jednotlivých odborníkov v oblasti, predstaviteľov rozličných teórií čítania, boli generované konkrétne roly čitateľa kognitívneho a nonkognitívneho charakteru. Zvlášť sa tu poukazuje na účinky čítania: nielen kognitívne, ale aj fyziologické či emocionálne, ktoré môžu spôsobiť zmenu čitateľových názorov, postojov a správania. Ťažiskom je vytvorený model dimenzií rolí čitateľa.
The aim of this paper is to present a comprehensive picture of the reader's role in the context of the reading process. Using analytical methods, synthesis, evaluation and comparison of the approaches taken by experts in the field, representatives of the different theories of reading were generated specific roles of the reader of cognitive and noncognitive nature. Particularly highlighted are the effects of reading: not only cognitive but also physiological or emotional that may cause changes in the reader's opinions, attitudes and behaviour. The main part of this paper is created model of dimensions of reader's roles.
[1] AUSUBEL, D.P. A Cognitive View. Educational Psychology . 1968. New York: Holt, Rinehart & Winston.

[2] BAL, P. M., VELTKAMP, A. M. How Does Fiction Reading Influence Empathy? An Experimental Investigation on the Role of Emotional Transportation . In: Plos One [online]. 2013 [cit. 2014-04-30]. Dostupné z:

[3] BLOCK, E. L. How They Read: Comprehension Monitoring of L1 and L2 Readers . 1992. TESOL Quarterly 26(2) | DOI 10.2307/3587008

[4] BOSTAD, Finn. What happens to writing when texts in "a world on paper" are replaced by messages in "virtual space?": Aspects of new electronic writing technology and some consequences for writing, text and communication . In: NTNU Norwegian University of Science and Technology [online]. 1994 [cit. 2014-04-13]. Dostupné z:

[5] CLARK, Christina a Kate RUMBOLD. Reading for pleasure: A research overview . In: National Literacy Trust [online]. 2006 [cit. 2014-04-30]. Dostupné z:

[6] FLAVELL, J.H. Metacognition and cognitive monitoring. A new area of cognitive-development inquiry . American Psychologist. 1979. 34 (10): 906–911. | DOI 10.1037/0003-066X.34.10.906

[7] FURUSETH, Trude. Reading Literature Supports Cognitive and Emotional Development . In: Munin: Open Research Archive [online]. 2012 [cit. 2014-04-17]. Dostupné z:

[8] GENTRY, James. Reading Models. In: Learning with James Gentry [online]. 2008 [cit. 2014-03-02]. Dostupné z:

[9] GHAITH, Ghazi. Teaching Second Language Reading . In: Nadas ESL Island [online]. 2000 [cit. 2014-03-02]. Dostupné z:

[10] GOODMAN, K. A psycholinguistic guess game . Journal of the Specialist, 1967 May, 126-135. | DOI 10.1080/19388076709556976

[11] GOUGH, P. One Second of Reading: a Model by Philip Gough . In: Sudy Mode [online]. 2008 [cit. 2014-04-30]. Dostupné z:

[12] GUTHRIE, J. T. (2004). Teaching for Literacy Engagement . Journal of Literacy Research, 36(1), 1-29. | DOI 10.1207/s15548430jlr3601_2

[13] ISRAEL, Susan E. Metacognitive Assessment Strategies . Thinking Classroom: A Journal of International Reading Association. 2005, č. 2.

[14] LABERGE, David a S. J. SAMUELS. Toward a Theory of Automatic Information 91Processing in Reading . Cognitive Psychology. 1974, č. 6. Cit. podľa: REUTZEL, D. R. Bottom-Up Theories of the Reading Process. In: [online]. 2005 [cit. 2013-04-30]. Dostupné z: up-theories-reading-process/

[15] MURRAY, J. H. Hamlet on the Holodeck: The Future of Narrative in Cyberspace . New York: The Free Press, 1997. Cit. podľa: PATTERSON, Nancy G. Hypertext and the Role of the Reader and Writer. In: Grand Valley State University [online]. 2004 [cit. 2014-04-13]. Dostupné z:

[16] MANN, Leslie. Pros and cons of digital textbooks . In: Chicago Tribune [online]. 2013 [cit. 2014-04-13]. Dostupné z:

[17] NIELSEN, Jakob. How Little Do Users Read? . In: Nielsen Norman Group [online]. 2008 [cit. 2014-04-13]. Dostupné z:

[18] PARDEDE, Parlindungan. A Review on Reading Theories and its Implication to the Teaching of Reading . In: UKI: ELT 'n Edu ~ A cyber ELT & Edu service from Universitas Kristen Indonesia [online]. 2006 [cit. 2013-04-30]. Dostupné z: reading-theories-and-its-implication-to-the-teaching-of-reading/

[19] PATTERSON, Nancy G. Hypertext and the Changing Roles of Readers . English Journal. 2000, (2) | DOI 10.2307/821221

[20] PRESSLEY, M., AFFLERBACG, P. Verbal protocols of reading: The nature of Constructively responsive reading . Hillsdale, 1995. NJ: Lawrence Erlbaum Associates.

[21] RUMELHART, D. E. Rumelhart, D.E. (1980) Schemata: the building blocks of cognition . In: Biolawgy, Copernicus Center [online]. 1980 [cit. 2013-04-30]. Dostupné z:

[22] SMITH, M. Cecil. High School Students' Emotional Responses to Science Reading and Academic Reading Engagement : Relationships to Science Achievement . In: Northern Illinois University [online]. 2012[cit. 2014-04-17]. Dostupné z:

[23] STOTT, Nigel. Helping ESL Students Become Better Readers: Schema Theory Applications and Limitations . In: The Internet TESL Journal [online]. 2001 [cit. 2014-03-02]. Dostupné z:

[24] TIERNEY, R. J., PEARSON, P. D. Learning to learn from text: A Framework for Improving Classroom Practice . In Rudell, Ruddell, and Singer, eds. 1994. 496–513.

[25] VAEZI, Shahin. Theories of reading . In: TeachingEnglish [online]. 2006 [cit. 2013-04-30]. Dostupné z: http://ww

[26] Writing About Reading: Reflecting and Sharing Opinions . In: Salem Keizer School District [online]. 2013 [cit. 2014-04-16]. Dostupné z: