1. 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: 5
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2. 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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3. Who says they don't read? Slovene elementary school students' reading motivation in EFLAnja Pirih, 2015, original scientific article Abstract: A typical (Slovene) teenager today no longer finds reading materials on the book shelves in the local library, but forms a reading list of electronic sources, very often in English. However, in contrast with an abundance of studies focusing on first language (L1) reading strategies and motivation, not a lot of literature can be found on reading motivation in a foreign language, even though it is perceived as one of the most important factors influencing second language (L2) development. The aim of this research is to determine the influences on reading motivation in English as a foreign language in the group of young teenagers (11-14-year-olds) and a possible transfer of L1 reading attitudes to L2 reading. The theoretical framework relies on Wigfield and Guthrie's (1997) self-efficacy theory and Day and Bamford's (1998) expectancy value model. The data obtained from 197 questionnaires give an insight into not only the frequency of reading in English and the type of reading materials, but also the factors influencing teenagers' reading motivation in EFL.
Keywords: reading motivation, elementary school learners, transfer of reading attitudes
Published in DKUM: 12.10.2017; Views: 1444; Downloads: 157
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4. Comics as a literary-didactic method and their use for reducing gender differences in reading literacy at the primary level of educationMaja Kerneža, Katja Košir, 2016, original scientific article Abstract: The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils’ reading literacy and reading motivation, while also reducing the aforementioned differences between boys and girls. The dimensions of reading literacy and reading motivation were examined in experimental and control groups, before and aſter the intervention, by means of questionnaires and tests for pupils. The sample consisted of 143 pupils from second to fifth grade from two Slovenian primary schools in a rural environment, of which 73 pupils participated in the experimental group and 70 pupils represented the control group. Effects of the use of comics as a literary-didactic method were not found: using comics as a literary-didactic method did not have a statistically significant effect on pupils’ reading literacy and reading motivation. However, when the four-way structure of the research (taking into account the age and gender of the pupils) was considered, some subgroups showed a statistically significant increase in reading interest and attitude towards reading. No reduction of gender differences in reading literacy and reading motivation was found. Based on the results, guidelines for further research are established and suggestions are offered for teachers’ work.
Keywords: comics, gender differences, primary level pupils, reading literacy, reading motivation
Published in DKUM: 13.07.2017; Views: 1354; Downloads: 219
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5. TEACHING READING IN A FOREIGN LANGUAGE: THE READING BADGE AS A LITERACY TOOLSimona Marolt, 2012, undergraduate thesis Abstract: Reading is a part of communication. Reading is important and the aim of reading is to understand the information given in the text. There is much information that we have to read in our everyday lives. We have to read timetables, newspapers, e-mails, text messages and information on the web; children read when they do exercises or learn. We read because we are interested in something, for fun, or to relax.
Reading is a part of the learning process, as well. Reading develops knowledge of and interest in a foreign language. The Reading Badge is a movement that has successfully promoted reading quality literature in Slovenia for over 50 years; The English Reading Badge is an activity that promotes reading a foreign language. Books that are carefully chosen by the teacher provide a rich environment for both language and culture. Apart from choosing materials, the role of the teacher is to train students to use methods and techniques that contribute to better comprehension. The practical examples in the thesis are ideas that I apply with my own students. By reading various books and doing activities in connection with them, we can see how their motivation to read grows and reading improves. Wallace’s statement “We want to give learner-readers a reason for turning the page” (Wallace 151) is more than appropriate here, since it encourages good work on the area of reading.
Keywords: Reading, reading comprehension, reading motivation, reading in a foreign language, The Reading Badge.
Published in DKUM: 25.07.2012; Views: 2886; Downloads: 225
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