AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
4.2.1
Reading experience
The target group of the respondents answered the question about
reading for joy or knowledge. A group of 81 (66.94%)
respondents stated they read for joy, 40 (33.06%) respondents
stated they do not read for joy.
A higher number of 87 (71.90%) pupils stated they read for
knowledge and a considerably smaller group of 34 fifteen years
old pupils (28.10%) stated they do not read for knowledge.
Reading for knowledge, tied with the need to prepare for school
through reading, slightly prevails over reading for joy.
Sixty-two respondents (51.24%) stated they have a home library
and 59 (48.76%) stated they do not have a home library.
Fifteen years old pupils answered the question about a reading
role model at home without significant differences in number.
Group of 59 (48.76%) pupils stated they have a reading role
model and a group of 62 (51.24%) stated they do not have any
reading role model.
Group of 79 (65.29%) pupils, more active in reading, answered
they read more than three books during the previous year and 42
(34.71%) pupils, more passive in reading, stated they did not
read more than three books during the previous year.
Another item analysed the problem of pupils´ relationship to
books, reading need and pupils´ motivation to choose and read a
book of own interest from the offer of the public library. 42
(34.71%) pupils answered they visit a library, and more than a
half – 79 (65.29%) respondents answered they do not visit a
library. According to the previous research (Vicherková, 2018),
145 (47.39%) Czech pupils visit a public library regularly as
compared to 42 (34.71%) Ukrainian pupils.
The question examining whether the pupils participate in an
interactive discussion about the text was focused on the context
of the problem, the need to discuss and share information from
the text at school and home environment. Group of 51 (42.15%)
Ukrainian fifteen years old pupils stated they discuss the text at
home or school. More than a half, 70 (57.85%) pupils answered
they do not discuss the text at home or school.
An interesting discovery is that only 36 (29.75%) fifteen years
old pupils from Ukraine stated they need a teacher´s exposition
to understand the read and more than a half, 85 (70.25%) do not
need a teacher´s exposition to understand the text. It is clear
from the data above that more pupils prefer autonomy in the
procession and evaluation of information.
The question, about pupils´ preference for certain topics, was
focused on the problem of thematic reading. 67 (55.37%) pupils
stated they prefer a particular topic and group of 54 (44.63%)
pupils stated they do not prefer thematic reading. Ukrainian
fifteen years old pupils prefer thematic reading they are
interested in from the perspective of education, interests and
personal activities.
4.2.2
Selected reading strategies
Another part of the structured questionnaire was focused on
communicative strategies, thought processes, reading strategies
helping fifteen years old Ukrainian pupils to understand the
written text. 78 (64%) pupils search for the main idea to
understand the text and 43 pupils (35.54%) do not search for the
main idea to understand the text.
As for the use of other reading strategies that help pupils to
understand the text, a group of 48 (39.67%) pupils stated they
create a synopsis (structure) of the text and a group of 73
(60.33%) pupils stated they do not create a synopsis (structure)
to understand the text. Fifteen years old pupils also stated that:
Only 33 (27.27%) pupils use the strategy of posing
ancillary questions to understand the text (during and after
the reading)
59 (48.76%) pupils search for the context about the
information read to understand the text
According to 74 (61.16%) respondents, quiet reading is
prevalent at school
4.2.3
Reading at school
Use of different information sources, i.e. the learning sources
such as textbooks, worksheets, expert texts, everyday texts,
media and digital texts etc. form another topic of the research. A
group of 112 (95.56%) Ukrainian pupils stated that the textbooks
of the native tongue are understandable, only 9 (7.44%)
Ukrainian pupils considered native tongue textbooks not
understandable. In comparison with the research of the Czech
pupils (Vicherková, 2018), the Ukrainian pupils consider
textbooks of their native tongue as understandable in a more
significant number than the selected group (251, 82.03%) of the
Czech fifteen years old pupils.
117 (96%) Ukrainian pupils work only with textbooks at
school
101 (83.47%) Ukrainian pupils only read books as school
duties
73 (60.33%) Ukrainian pupils consider work with text at
school as crucial for their everyday experience
34 (28.10%) Ukrainian pupils read and analyse the text
only in the native tongue learning
96 (79.34%) Ukrainian pupils think that the topical
interlinking in the native tongue textbooks exists
77 (63.64%) Ukrainian pupils stated that learning activities
contribute to the understanding of the text and its
remembering
4.2.4
Reflection of the text
Reflections on the value of the text in terms of both life needs
and human rights can be considered as a critical area of research
intentions that have shown that:
85 (70.25%) of respondents consider reading a life-long
process
99 (81.82%) of respondents consider reading a life-long
need
100 (82.64%) of respondents consider themselves reading
literate
55 (45.45%) of respondents consider a book the most
relevant source of information
19 (15.70%) of respondents dedicate more time to reading
books than other media
9 (7.44%) of respondents consider a book their friend
The traditional grip of the reading value and strategical thinking
in the current digital age is estimated similarly weak by fifteen
years old Czech and Ukrainian pupils. According to the research
(Vicherková, 2018), 263 (85.95%) Czech pupils stated they
dedicate more time to watching other media than reading books;
the results are very close to the opinion of fifteen years old
Ukrainian pupils, 102 (84%) of whom stated they do not
dedicate more time to reading books than watching media. Both
groups (the Czech and Ukrainian pupils) also agreed (according
to Vicherková, 2018) on:
Majority of 267 (87.25%) Czech and 100 (82.64%)
Ukrainian consider themselves as reading literate although:
242 (79.08%) Czech pupils do not consider books as the
most significant source of information, and 138 (45.10%)
of Czech pupils do not consider the book their best friend,
66 (54.55%) Ukrainian pupils do not consider books the
most significant source of information,
112 (92.56%) Ukrainian pupils do not consider books their
best friend.
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