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4.3

Evaluation of hypotheses

The evaluation of hypotheses (H1a - H1d) is related to the use of
a certain kind of reading strategy and the idea that pupils
consider themselves reading literate. The research did not
confirm that:



pupils who search the main idea to understand the text
consider themselves reading literate more frequently than
pupils who do not search the main idea to understand the
text; (hypothesis H1a)



pupils who create a synopsis (structure) of the text consider
themselves reading literate more frequently than pupils
who do not create a synopsis (structure) of the text;
(hypothesis H1b)



pupils who ask ancillary questions to understand the text
consider themselves reading literate more frequently than
pupils who do not ask ancillary questions to understand the
text; (hypothesis H1c)



pupils who search for additional context about the
information during reading consider themselves as reading
literate more frequently than pupils who do not search for
context during reading. (hypothesis H1d)

The research confirmed that:



fifteen years old pupils who stated they read for joy
consider books the most significant source of information;
(hypothesis H2)

Tab. 1: Detected and expected frequencies related to H2

Pearson´s chi-square = 7.7691 degree of freedom = 1 significance
p= 0.0053

Question A1

Question D5 (yes)

Question D5 (no)

Line totals

yes

44 (3.82)

37 (44.18)

11 (18.18)

29 (21.82)

Column totals

121



fifteen years old pupils who stated they read for knowledge
consider books the most significant source of information;
(hypothesis H3)



pupils who stated the influence of extracurricular activity
on the choice of a book search additional context about the
information more frequently than other pupils; (hypothesis
H4)



pupils who have their home library read more books in one
year than pupils who do not have their home library;
(hypothesis H8)



pupils who read more than three books during the last year
discuss with someone (at home, at school) about the text
more frequently than pupils who did not read three books
last year; (hypothesis H9)

The research also did not confirm that:



pupils who have their reading role model discuss with
someone (at home, at school) about the text more
frequently than pupils who do not have a reading role
model; (hypothesis H5)

Tab. 2: Detected and expected frequencies related to H5

Pearson´s chi-square = 1.3309 degree of freedom = 1 significance
p= 0.2486

Question A4

Question A7 (yes)

Question A7 (no)

Line totals

yes

28 (24.87)

31 (31.13)

23 (26.13)

39 (35.87)

Column totals

121



pupils who have their own home library consider
themselves reading literate more frequently than pupils
who do not have a home library; (hypothesis H6)



pupils who read and examine the text only in the learning
of native tongue do not consider work with text (reading
and analysis) necessary for their everyday experience
(everyday life); (hypothesis H7)

Discussion

The research confirmed the effectivity of diagnostic tool
(structured questionnaire) and delimited the factors influencing
the level of reading strategies of fifteen years old pupils in the
selected regions of Ukraine. The research of reading strategies of
pupils of Moravian-Silesian region in the Czech Republic
(Vicherková, 2018) and current results of the questionnaire
(2019) confirmed the fact that pupils consider themselves
reading literate, but the results of their reading strategies level do
not correspond with the opinion. Czech pupils were classified as
below average in the previous research of reading literacy
(PISA, 2000, 2009) due to their results of the reading literacy
tests.

Four problem areas were delimited by the categorisation of
question items of the questionnaire as a classification of factors
influencing the level of reading strategies of selected fifteen
years old pupils in Ukraine.

Hypotheses H1a, H1b, H1c, H2, H3, H4, H7, H8 and H9 were
confirmed consistent with the research (Vicherková, 2018).

Hypotheses H1d, H5 and H6 were not confirmed consistent with
the research (Vicherková, 2018).

6

Conclusion

The analysis of the educational reading reality by the scope of
fifteen years old pupils from selected Ukrainian regions
confirmed that:



more than half of Ukrainian and Czech pupils do not
consider books the most significant source of information



most of the Czech and Ukrainian pupils consider
themselves reading literate



most of the Czech and Ukrainian pupils dedicate more time
to watching media than reading books

Description of current state of education in the sphere of pupils´
learning strategies and description of readers´ learning of fifteen
years old pupils from selected areas of Ukraine, characteristics,
analysis, evaluation and self-evaluation of factors influencing the
understanding of written information, metacognitively focused
on the reflection of selected fifteen years old Ukrainian pupils of
Kiev and Chernigov region can be outlined as the key outputs of
our research. We consider the comparison of research results of
Czech and Ukrainian fifteen years old pupils to be a significant
output of our research.

Literature

1.

Afflerbach, P., Pearson, P. D. & Paris, S. G.: Skills and

strategies: Their differences, their relationships, and why it
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Blažek, R., Janotová, Z., Potužníková, E. & Basl, J.:

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