Od pochopenia k porozumeniu textu
From text understanding to text comprehension

Summary/Abstract: Understanding the read text is the first step to comprehending it. The meaning of what is read relates to the mental model of the percipient – the pupil in lower secondary education. Understanding the meaning is mainly connected to the experience of the subject. Comprehension is of vector nature and is aimed at internalizing the meaning or sense. The ability to interpret or to improvise on what has been read is an external manifestation of comprehension. The article is focused on the analysis of questions to texts that are part of the textbooks of various school subjects. These questions should prompt students to produce their secondary texts. A secondary text reflects the comprehension of the read text and provides a scaffold to its free interpretation. The study identifies the questions or instructions into two categories: non-complex and complex. The object of the research is to compare questions or instructions which prompt to produce secondary text in older and recent history and chemistry textbooks. The study is based on the assumption that reading comprehension is crucial for success in various fields. It is anticipated that communication competences are formed not only in the classes of native language, but also in the teaching of all disciplines. The goal was to identify the reflection of the textbook texts in terms of questions and tasks that serve as a tool leading to text comprehension. The analyses show that mutual compatibility of text and questions was higher in the older textbooks, and that complex questions or instructions were prevalent.

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