Strategie porozumění textu a studenti učitelství

Reading strategies and learning from text strategies used in all three phases of reading and learning help significantly in text comprehension and remembering. This article deals with text comprehension strategies of learning. We are interested in which strategies Czech and Polish education students use. After characterizing strategies, we present and compare results of a questionnaire research. 158 Polish and 136 Czech students took part in it. We have found that during text reading, both groups frequently use varied repertory of strategies but mostly, statistically significant differences exist between the two groups in average values as well as in cumulative frequencies of answers 1 and 2 in percent on the scale 1 to 5 with 1 being strongly agree and 5 being strongly disagree. Most frequently they underline in text and make excerpts from what they consider important. When they do not understand something they mostly prefer using internet. Less positive is the fact that at a stage before reading as well as after reading the students indicate much lower rate of agreement with proposed strategies. We also discovered changing tendencies in strategies in Czech students over the interval of seven years. Our results convince us of the importance of continuously researching into this subject with the aim to intervene in the content of undergraduate and doctoral teacher training and innovate it.