<b>The Relationship between Reading and Digital Literacy in Programming among Elementary School Students </b><b></b>
Miroslava Huclová, Pavel Moc
Source abstract
This study examines the relationship between students’ language proficiency—as reflected in their school grades in Czech and English—and their programming skills in the context of reading and digital literacy. The research was conducted with eighth- and ninth-grade elementary school students who solved programming tasks in the Siemens LOGO! PLC environment, using instructional texts and graphical representations of electrical circuits. The mixed-methods research design combined a quantitative assessment of success in solving programming tasks with qualitative observation of students’ work processes. The quantitative component compared programming success with final school grades in Czech and English among 320 respondents. In this study, school grades were used as an indirect indicator of students’ overall language proficiency, not as a direct measure of reading literacy. The results suggest a stronger correlation between programming performance and academic achievement in Czech than in English. Students with lower grades in Czech achieved lower success rates in solving programming tasks. The findings support the theoretical assumption that language skills related to understanding task instructions, interpreting textual instructions, and structuring information can play a significant role in solving programming tasks. From a practical perspective, the study highlights the importance of integrating the development of language and digital competencies in programming instruction at the elementary school level.
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