References
- Aktas, E., & Yilmaz, A. (2024). Digital reading habits of primary school students: New approaches to comprehension. Educational Technology & Society, 27(1), 45-60.
- Altamura, L., Vargas, C., & Salmerón, L. (2023). Do new forms of reading pay off? A meta-analysis on the relationship between leisure digital reading habits and text comprehension. Review of Educational Research, 95(1), 53-88. https://doi.org/10.3102/00346543231216463
- Babiaková, S., Kasáčová, B., & Cabanová, M. (2020). Čítanie a čitateľstvo slovenských detí: Výskum detského čitateľstva a medzinárodné komparácie. Banská Bystrica: Belianum.
- Borovská, D. (2015). Rozvoj čitateľskej gramotnosti inovatívnymi metódami. Trenčín: Metodicko-pedagogické centrum.
- Cadime, I., Ribeiro, I., & Lorusso, M. L. (2025). Cognitive and linguistic development in children and adolescents. Children, 12(1), 12. https://doi.org/10.3390/children12010012
- Clinton-Lisell, V. (2019). Reading from paper compared to screens: A systematic review and meta-analysis. Journal of Research in Reading, 42, 288-324.
- Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). SAGE.
- Çakır, İ., & Kurnaz, Y. (2022). English as a foreign language teachers’ techno-cultural awareness levels and self-reported competencies. Acta Educationis Generalis, 12(2), 41-61. https://doi.org/10.2478/atd-2022-0013
- Daffern, T. (2017). Linguistic skills involved in learning to spell: An Australian study. Language and Education, 31(1), 307-329. https://doi.org/10.1080/09500782.2017.1296855
- Ferková, Š., & Zacharová, Z. (2024). Academic dishonesty from the perspective of primary school teachers. Acta Educationis Generalis, 14(3), 93-102. https://doi.org/10.2478/atd-2024-0021
- Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. SAGE Publications.
- Klimovič, M., & Rusňák, R. (2011). Rozvíjanie komunikačnej a literárnej kompetencie. In Metodika tvorby učebných zdrojov (s. 29-51). Metodicko-pedagogické centrum.
- Kotrba, M., & Lacina, K. (2011). Aktivizační metody ve výuce. Brno: Barrister & Principal.
- Kováčová, S. (2011). Reč a jazyk v škole. Kapitoly z teórie vyučovania slovenčiny. Nitra: Enigma.
- Kress, G., & Van Leeuwen, T. (2020). Reading images: The grammar of visual design. Routledge.
- Lagerová, V. (2021) Čítanie ako prostriedok aktivizácie žiakov. Езиков свят - Orbis Linguarum, 19(3), 97-104.
- Lantis, J., Kille, K., & Krain, M. (2019). Active Teaching and Learning: The State of the Literature. Oxford Research Encyclopedia of International Studies. Retrieved from https://oxfordre.com/internationalstudies/view/10.1093/acrefore/9780190846626.001.0001/acrefore-9780190846626-e-427
- Li, X., & Kangas, M. (2024). A systematic literature review of playful learning in primary education: Teachers’ pedagogical activities. Education, 3-13. https://doi.org/10.1080/03004279.2024.2416954
- Ligoš, M. (2016). Vyučovanie slovenčiny ako materinského jazyka v kontexte nových výziev a perspektív: Z teórie a praxe vyučovania slovenského jazyka a literatúry. Jazyk a literatúra, 3(3-4), 2-33. Retrieved from https://www.ssjl.sk/jal/
- Macia, M., & Aerila, J. (2023). Digital motivation: E-books and student reading behavior. Literacy Research and Instruction, 62(3), 233-250. https://doi.org/10.1080/19388071.2023.1872269
- Nag, S., Vagh, S. B., Dulay, K. M., Snowling, M., Donolato, E., & Melby-Lervåg, M. (2024). Home learning environments and children’s language and literacy skills: A meta-analytic review of studies conducted in low- and middle-income countries. Psychological Bulletin, 150(2), 132-153. https://doi.org/10.1037/bul0000417
- Niolaki, G. Z., Negoita, A., Vousden, J. I., Terzopoulos, A. R., Taylor, L., & Masterson, J. (2023). What spelling errors can tell us about the development of processes involved in children’s spelling. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1178427
- Nurhayati, N., & Fathurrohman, F. (2025). Gamification in school education: A systematic review of its effectiveness in improving student motivation and academic outcomes. Al-Islah: Journal of Education, 17(2), 2356-2368.
- OECD (2023). PISA 2022 Results: Reading Literacy. Retrieved from https://www.oecd.org/en/publications/pisa-2022-results-volume-i_53f23881-en.html
- Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE.
- Pawlak, M. (2024). Grammar learning strategies: Towards a pedagogical intervention. Language Teaching Research Quarterly, 39, 174-191.
- Pillárová, J. (2014). Využitie techník tvorivého písania na 1. stupni ZŠ. Prešov: Metodicko-pedagogické centrum.
- Prokša, M. (2008). Metodológia výskumu v pedagogike. Banská Bystrica: Univerzita Mateja Bela.
- Salmerón, G. L., Delgado, H. P., Vargas, P. C., & Gil, P. L. (2021). Tablets for all? Testing the screen inferiority effect with upper primary school students. https://doi.org/10.1016/j.lindif.2021.101975
- Sieglová, D. (2019). Konec školní nudy. Didaktické metody pro 21. století. Praha: Grada Publishing.
- Silinskas, G., & Davolyte, J. (2025). Home literacy environment and reading acquisition in Finland. In G. Georgiou, & T. Inoue (Eds.), Home Literacy Environment and Literacy Acquisition. Literacy Studies (pp. 157-172). vol. 26. Springer. https://doi.org/10.1007/978-3-031-87124-5_10
- Strauss, A., & Corbin, J. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). SAGE Publications. Tenenbaum, H. R., & Winstone, N. E. (2020). How effective is peer interaction in facilitating learning? A meta-analysis. Journal of Educational Psychology, 112(7), 1303-1319.
- Vaňko, J. (1999). Komunikácia a jazyk. Nitra: Univerzita Konštantína Filozofa v Nitre.
- Vužňáková, K. (2015). Ontogenéza detskej reči na pozadí vzťahu kognície, jazyka a reči. O dieťati, jazyku, literatúre, 3(2), 46-62.