1. Literature in the English Classroom in the Final Three Years of Primary School : master's thesisZala Jug, 2025, master's thesis Abstract: Literature plays an essential role in language learning, since it offers students an engaging and meaningful way to develop their language skills and critical thinking. This Thesis deals with the integration of literature into English language teaching in the final three years of primary school in Slovenia. The theoretical part of the Thesis examines the fundations for integrating literature into English language teaching in Slovene primary school by examining how reading comprehension is addressed in the Curriculum for the final three years of Primary School, as well as the objectives, standards and l themes outlined in the Curriculum. It also investigates the role that literature plays in learning a foreign language, focusing not only on its role in developing students' language skills but also on its importance for rasing students' sociocultural awareness.
The empirical part is divided into two parts: the first one analyses literary texts that are included in the English textbooks currently used in the final three years of primary school to assess their frequency and their pedagogical role. Based on the findings, the second part proposes a list of additional literary texts suitable to be used in the English classroom for their alignment with the Curriculum's objectives, as well as for addressing socially relevant themes that reflect contemporary social issues.
Keywords: primary school, English language teaching, Curriculum, literature, reading
Published in DKUM: 25.09.2025; Views: 0; Downloads: 4
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2. Implementation of sustained silent reading at a Slovene grammar school : attitudes, outcomes, tools and materialsKarel Šipec, 2025, master's thesis Abstract: This master’s thesis examines the implementation of Sustained Silent Reading (SSR) in a Slovenian grammar school, focusing on student perceptions, effectiveness, tools, and material preferences in English (EFL) and German (GFL) classes. Over three weeks, 41 students participated in SSR, with their responses showing strong enjoyment (70% EFL, 60% GFL) but differing views on efficacy, where GFL students reported greater improvements. While SSR had a limited impact on home reading habits and attitude towards reading, smartphones significantly aided comprehension in GFL but distracted EFL learners. Students preferred physical books, particularly paperbacks, and genres like romance and crime. The findings emphasize that SSR was well-received in the new setting but requires much adaptation based on proficiency levels.
Keywords: SSR, EFL, GFL, grammar school, reading, materials, efficacy
Published in DKUM: 18.09.2025; Views: 0; Downloads: 10
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3. The relationship between the daily use of digital technologies and the reading and information literacy skills of 15-year-old studentsVida Lang, Andreja Špernjak, Andrej Šorgo, 2024, original scientific article Abstract: Digital technologies in all forms have become ubiquitous in our media-rich, modern information society, but the connection between their use and information literacy is not always clear. This paper examines the impact of daily use of digital technologies on the reading and information literacy skills of 15-year-old students in Slovenia, based on data from the Programme for International Student Assessment (PISA) 2018 study. The study examines PISA 2018 variables related to Information and Communication Technologies (ICT), as well as a reading task involving the use of ICT. The sample consists of 2612 Slovenian students with a gender distribution of 50.8% girls and 49.2% boys. The study explores students' experiences, enjoyment, selfefficacy, autonomy, and independence in using ICT and learning about its use and identifies two groups of students: one group that is curious and another that is cautious. The results of confirmatory factor analysis (CFA) and structural equation modelling (SEM) show that the constructs of enjoyment, self-efficacy, learning, autonomy, and independence are highly/strongly correlated but have a low/insignificant impact on information literacy skills.
Keywords: information and communication technologies, ICT, information literacy, reading literacy, secondary schools, PISA 2018
Published in DKUM: 28.08.2025; Views: 0; Downloads: 2
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5. Using GRM and PECS for improving reading skills in students with autism spectrum disorderCristian Edgardo Navarro Arana, Daniela Ivon Calderón Joya, Yarly Paola García López, 2024, original scientific article Abstract: This case study analyzed the impact of GRM and PECS on the reading skills of two children with ASD with severity I and II. A descriptive cross-sectional quantitative approach was used with a pre-experimental, pre-test, post-test, and single-group design. The PROLEC-R Battery was applied before and after using the aforementioned strategies to measure students’ reading ability. Results showed that although both participants improved in the initial and lexical reading processes, only the participant with severity I reached a medium reading level. It was concluded that the used methods were successful, but longer exposure to them will likely yield better outcomes.
Keywords: autism spectrum disorder, ASD, global reading method, GRM, inclusive education, picture exchange communication system, PECS, PROLEC-R
Published in DKUM: 29.07.2025; Views: 0; Downloads: 4
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7. Expanding vocabulary through the use of multilingual reading materials in preschool periodBarbara Bednjički Rošer, Ines Voršič, 2025, independent scientific component part or a chapter in a monograph Abstract: The chapter focuses on vocabulary development in preschool children exploring multilingual literary and informative reading materials, namely a literary picture book and picture dictionaries. We conducted a case study to examine the familiarity with animals, i.e. the ability to name individual animals in Slovenian, in preschool children of the second age group (5–6 years). A total of 25 children (n = 25) participated in the study: 11 with Slovenian as their native language and 14 who learn Slovenian as a second language. The study results demonstrate significant differences in the naming of selected animals between children born in Slovenia and immigrant children. A particularly disquieting finding is that children who are soon to enter school have difficulty naming animals not only in Slovenian, but also in their mother tongue.
Keywords: kindergartens, immigrant children, naming ability, vocabulary, multilingual reading materials
Published in DKUM: 04.07.2025; Views: 0; Downloads: 4
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8. Reading adapted texts of young adult fiction and reading motivation of pupils with speech and language disordersNika Vizjak Puškar, Tina Vršnik Perše, Dragica Haramija, 2025, independent scientific component part or a chapter in a monograph Abstract: The research studied how reading of adapted young adult fiction effects reading motivation of Slovene elementary school pupils with speech and language disorders. The research involved 50 pupils from the last three years of elementary school. Typically, pupils with these disorders do not enjoy reading during adolescence, as texts that would be suitable to their age and interests in terms of content are most often incomprehensible or linguistically too demanding for them. For the purpose of the research, we adapted two complete works of Slovene literature into an easy-to-read form (passages version in easy language). Pupils intensively read the adapted texts and also looked at the originals. This had positive effects both on their comprehension of the literary texts as well as their reading motivation. The results of the research demonstrated that adapted texts positively influence the reading motivation of pupils and their perception of literature.
Keywords: speech and language disorders, youth literature, reading motivation, adapted texts, easy-to-read material
Published in DKUM: 01.07.2025; Views: 0; Downloads: 1
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9. Extensive reading and changes to reading motivation in EFL among Slovene primary school pupilsAnja Pirih, 2019, original scientific article Abstract: The article provides insight into the dynamics of the EFL reading motivation of a group of Slovene primary school pupils voluntarily participating in a 9-month pilot extensive reading programme in EFL and the factors causing motivational changes. Analysis of the semi-structured interviews and book reports confirms that reading motivation in EFL is a complex and dynamic process fuelled by numerous influences, most noticeably reading materials, the influence of family members, positive attitudes towards English, and external demands, which needs to be considered when designing reading programmes and researching reading motivation.
Keywords: EFL, changes to reading motivation, extensive reading, primary school pupils, influences on EFL reading motivation
Published in DKUM: 18.06.2025; Views: 0; Downloads: 7
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10. Promoting sustainable development while building upon components of reading literacyBarbara Bednjički Rošer, Dragica Haramija, 2024, independent scientific component part or a chapter in a monograph Abstract: The paper sheds light on the evaluation of books for pre-school children and the theory of reading children’s literature while bearing in mind the various components of reading literacy. Like reading literacy, education on sustainability is also a life-long process, and for understanding the concept of sustainability and the role of the individual in its implementation, which begins to form in the pre-school period, we chose the work by Adèle Tariel and Julie de Terssac 1000 Cows (French original: 1000 vaches), which indicates that illustrations affect the comprehension of the story and (at least partially) change or present more clearly the key morphological characteristics of the text. We conducted a case study in which we included part-time students from the third year of Early Childhood Education Studies (n = 13). An analysis of the content of responses was carried out. These demonstrate a broad semantic field of understanding literary-artistic reading and represent an example of interdisciplinary integration that can significantly contribute to the development of components of reading literacy as well as a sustainable future.
Keywords: picture books, preschool age, sustainable development, multimodality, reading literacy, components of reading literacy
Published in DKUM: 04.10.2024; Views: 0; Downloads: 148
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