Page 230 - Šolsko polje, XXXI, 2020, št. 1-2: Bralna (ne)pismenost, ur. Klaudija Šterman Ivančič
P. 230
šolsko polje, letnik xxxi, številka 1–2
socialnega konteksta branja v mladostniškem obdobju, seznanjanja mla
dih z učinkovito uporabo različnih bralnih strategij ter v ustvarjanju ka
kovostnih spletnih učnih gradiv z uporabnimi vsebinami.
Ključne besede: raziskava PISA, bralne značilnosti mladih, motivacija za
branje, razlike po spolu, razlike po izobraževalnem programu
READING OF THE YOUTH IN 2009 AND 2018: DIFFERENCES
ACCORDING TO GENDER AND NATIONAL STUDY PROGRAMME
The article presents reading characteristics of 15-year olds, as assessed in
the OECD PISA study. Since reading was the major domain of assess
ment in PISA 2009 and 2018 cycles, we investigated differences in the re
sults in the following areas: reading motivation, frequency of reading spe
cific reading materials, reading activities on-line, and the assessment of
the usefulness of metacognitive reading strategies. The analysis was car
ried out on a PISA sample of Slovenian 15-year olds (n = 6073 in 2009; n
= 6401 in 2018). Besides the differences in reading motivation and other
reading factors between the two PISA cycles, we were also interested in if
these factors differ according to gender and national study programme.
The results of the present study show that in PISA 2018, compared to
PISA 2009, Slovenian 15-year olds reported less enjoyment in reading, less
time spent reading for enjoyment, they assessed the metacognitive reading
strategies to summarize information as less useful, and they also report
ed significantly lower levels of reading newspapers, magazines and comic
books. On the other hand, they reported more frequent searches for par
ticular information on-line. Compared to boys, girls from all national ed
ucation programmes reported higher levels of enjoyment in reading, they
more often perceived reading as an important hobby and reported more
frequent reading of fiction books. On the other hand, boys reported more
frequent reading of non-fiction books. The results of the present study also
showed no significant differences between boys and girls within a particu
lar study programme in reading activities on-line. Furthermore, the ma
jority of these activities were associated with above-average results in both
PISA cycles. We see a challenge for the teaching profession in Slovenia
in strengthening the interest for reading in youth, encouraging the social
context of reading, empowering them with knowledge of the efficient use
of different reading strategies and creating quality on-line learning mate
rials with applicable content.
Key words: PISA study, reading characteristics of youth, reading motivati
on, gender differences, differences in national study programmes
228
socialnega konteksta branja v mladostniškem obdobju, seznanjanja mla
dih z učinkovito uporabo različnih bralnih strategij ter v ustvarjanju ka
kovostnih spletnih učnih gradiv z uporabnimi vsebinami.
Ključne besede: raziskava PISA, bralne značilnosti mladih, motivacija za
branje, razlike po spolu, razlike po izobraževalnem programu
READING OF THE YOUTH IN 2009 AND 2018: DIFFERENCES
ACCORDING TO GENDER AND NATIONAL STUDY PROGRAMME
The article presents reading characteristics of 15-year olds, as assessed in
the OECD PISA study. Since reading was the major domain of assess
ment in PISA 2009 and 2018 cycles, we investigated differences in the re
sults in the following areas: reading motivation, frequency of reading spe
cific reading materials, reading activities on-line, and the assessment of
the usefulness of metacognitive reading strategies. The analysis was car
ried out on a PISA sample of Slovenian 15-year olds (n = 6073 in 2009; n
= 6401 in 2018). Besides the differences in reading motivation and other
reading factors between the two PISA cycles, we were also interested in if
these factors differ according to gender and national study programme.
The results of the present study show that in PISA 2018, compared to
PISA 2009, Slovenian 15-year olds reported less enjoyment in reading, less
time spent reading for enjoyment, they assessed the metacognitive reading
strategies to summarize information as less useful, and they also report
ed significantly lower levels of reading newspapers, magazines and comic
books. On the other hand, they reported more frequent searches for par
ticular information on-line. Compared to boys, girls from all national ed
ucation programmes reported higher levels of enjoyment in reading, they
more often perceived reading as an important hobby and reported more
frequent reading of fiction books. On the other hand, boys reported more
frequent reading of non-fiction books. The results of the present study also
showed no significant differences between boys and girls within a particu
lar study programme in reading activities on-line. Furthermore, the ma
jority of these activities were associated with above-average results in both
PISA cycles. We see a challenge for the teaching profession in Slovenia
in strengthening the interest for reading in youth, encouraging the social
context of reading, empowering them with knowledge of the efficient use
of different reading strategies and creating quality on-line learning mate
rials with applicable content.
Key words: PISA study, reading characteristics of youth, reading motivati
on, gender differences, differences in national study programmes
228
