Page 81 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
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eading Literacy and Motivation 81
in the Context of Social Changes
Klaudija Šterman Ivančič
Abstract: Reading literacy is a foundational skill which enables individuals to func-
tion efficiently in different areas of life: personal, educational, professional and so-
cial. Based on PISA 2009 results, the paper gives an in-depth analysis of reading
competencies of Slovenian adolescents and reading-related motivational factors,
and presents results from an international perspective. The findings indicate Slo-
venian 15-year-old students lack reading competencies, in particular at higher lev-
els of reading literacy; on average, they are less motivated to read than their peers
in OECD and EU countries and there are also significant differences in reading per-
formance in terms of their gender and the educational programmes of which they
are part. Moreover, the paper also deals with social changes which are constantly
transforming the concept of reading literacy, with the focus on the need to read in-
creasing volumes of digital texts and the use of information and communications
technology (ICT) for educational purposes. In PISA 2009, 15-year old Slovenian stu-
dents reported, on average, that ICT was widely available and was frequently, and
additionally, used for learning purposes. They also expressed feelings of compe-
tency and motivation for working with digital content. It has been established
that these materials and the technology, if used appropriately, can be a potential
source of encouragement for reading in young people, including readers with low
achievement in reading tests. The paper also deals in more detail with changes in
reading competencies which are required from young people for this type of read-
ing and which are of key importance for adolescents’ integration into a wider soci-
ety and the future labour market.
Key words: PISA 2009, reading literacy, motivation to read, reading competencies,
motivation to read digital texts
in the Context of Social Changes
Klaudija Šterman Ivančič
Abstract: Reading literacy is a foundational skill which enables individuals to func-
tion efficiently in different areas of life: personal, educational, professional and so-
cial. Based on PISA 2009 results, the paper gives an in-depth analysis of reading
competencies of Slovenian adolescents and reading-related motivational factors,
and presents results from an international perspective. The findings indicate Slo-
venian 15-year-old students lack reading competencies, in particular at higher lev-
els of reading literacy; on average, they are less motivated to read than their peers
in OECD and EU countries and there are also significant differences in reading per-
formance in terms of their gender and the educational programmes of which they
are part. Moreover, the paper also deals with social changes which are constantly
transforming the concept of reading literacy, with the focus on the need to read in-
creasing volumes of digital texts and the use of information and communications
technology (ICT) for educational purposes. In PISA 2009, 15-year old Slovenian stu-
dents reported, on average, that ICT was widely available and was frequently, and
additionally, used for learning purposes. They also expressed feelings of compe-
tency and motivation for working with digital content. It has been established
that these materials and the technology, if used appropriately, can be a potential
source of encouragement for reading in young people, including readers with low
achievement in reading tests. The paper also deals in more detail with changes in
reading competencies which are required from young people for this type of read-
ing and which are of key importance for adolescents’ integration into a wider soci-
ety and the future labour market.
Key words: PISA 2009, reading literacy, motivation to read, reading competencies,
motivation to read digital texts
