| dc.description.abstract | The concept of reading is understood differently by the academic researchers and by the
psychoeducators who deal with the praxeology of organizing the school process of acquiring
reading skills.
For the literary experts, a literary piece is an object of versatile and diverse, often selective
research. For a student, a literary text (treated as a whole together with a complex language
organization) should be a source of knowledge about the mankind, life, world, and culture,
while reading the belles-lettres, and reaching a full understanding of it, is an irreplaceable
educative and educational process.
For a young reader, knowledge of a literary work involves an ability to accurately reproduce
the world presented in the text, awareness of its language organization (a multi-level meaning
structure), and seizure of the main concept, idea, or problem.
Reading is a component receiving operation of the speech act, it is a complex neurophysiological
and psycholinguistic structure (involving eye perception, identifying language signs, and the
process of comprehension; there is no reading without comprehension). Comprehension is
reached in a long process of versatile text association and its multiple processing.
Unfortunately, in the contemporary Polish school, the learning of reading literary texts does
not take place.
Nowadays school experiences difficult times, as the students’ sense of identity has been taken
away; teachers’ preparation is not sufficiently content-related and is not psychoeducationally
suitable to teach instructively, functionally and according to a plan. “Polish language”, once
the main general education subject, established by many humanities, has been converted into
an “education of Polish language literature”, with a false concept of popularizing academic
Polish, doing harm to the moulding of student’s humanity and to his preparation for his wise
and dignified future life in the impetuously developing world. | en_EN |
