Výsledky testovania čitateľskej gramotnosti – výzvy pre vedu a edukačnú prax
Reading Literacy Assessment Results – Implications and Challenges for Research and Educational Practice
Author(s): Mária MatulčíkováSubject(s): Language studies, Education, Psychology, Educational Psychology, Socio-Economic Research, Sociology of Education
Published by: SAV - Slovenská akadémia vied - Slovenská pedagogická spoločnosť pri SAV
Keywords: reading literacy; reading comprehension; PIRLS; PISA; research into the causes of reading comprehension difficulties; educational interventions;
Summary/Abstract: The current results of the PISA measurements in reading literacy are assessed as very unsatisfactory. The need to address this problem is underscored by findings from the OECD PIAAC (2024) comparative research on a sample of adults. Pupils' performance is unfavourable not only in terms of personal learning prospects, but also in terms of the social risk of unemployment and the consequent burden on the social system in the future. The paper focuses on a reflection on the context(s) and possible causes of the unsatisfactory state of pupils' and student´s reading comprehension (reading literacy). The subject of the analysis is current selected European research on the psycho-didactic foundations of reading comprehension, the causes of difficulties in reading comprehension. The subject of our analysis will be selected research recommendations and applied practices aimed at improving the level of reading literacy in a society-wide context.
Journal: PEDAGOGIKA.SK
- Issue Year: 14/2025
- Issue No: 1
- Page Range: 7-18
- Page Count: 12
- Language: Slovak
