Page 13 - Handbook for reluctant, struggling and poor readers

• Analyze and determening the reading competences and reading problems of the RSP
students
• Creating the guidelines for further strengthening of reading competences.

Survey highlights for individual Partners Countries
Croatia
In the Republic of Croatia, Reading habits Questionnaire was conducted in 73 high schools and
encompassed 5331 respondents, 43 % girls, 57% boys. The sample was relatively homogeneous with
age groups (15 – 27,9%, 16 – 24,8%, 17 – 23% and 18 – 24,3%). From the data analyses, it can be seen
that students aged 16 to 17 enjoy reading more than students aged 15 and 18. These results can be
explained by the developmental reading approach for students of 15 years, and the recurrence of reading
interest at age 18 can be linked to school commitments and decisions on further education. Information
on the types of texts that students choose to read and which are not within the prescribed school titles
show that students most often choose print books (28.7%) and web pages (28. 3%) and to least select e-
books. An open question was raised in The Questionnaire, where students had a chance to answer in
which case they would read more. The students mostly answered they would read more if: 1. The books
were more interesting; 2. There are less school commitments. Also, the question is raised about the
reasons why students do not read more. The main reason is a feeling of reading slowly and the poor self-
confidence they have while reading. Lack of time is recognized as the least significant reason for not
reading more.
Slovakia
From 1,808 pupils of secondary schools in Slovakia, answering the questions in The Questionnaire, most
pupils were aged 18, 41%, followed by pupils aged 17, 27%. Penultimate position was occupied by pupils
aged 16, 20% and after them came pupils aged 15, 12%. An important factor in the distribution of samples
according to which the questionnaire was evaluated was gender. 48% of respondents were females. Male
gender was represented by 52% of respondents. The Survey results demonstrate the positive attitude of
respondents to the subject which leads to the information how often students read and whether they like
reading. Reading is generally regarded by respondents as very important, regardless of age and gender.
An interesting fact is that when we compared differences between genders, far more girls claimed they
like reading than boys. Girls compared with boys are much more likely to read and they read with pleasure
and more often which may lead to the belief that boys are less well-read, or are not interested in reading.
Rather, they tend to claim that it is only their personal decision. They prefer free choice of what to read,
and in what time and how much to read. Naturally there are some respondents who do not read at all.
Italy
720 students of the Liceo Seguenza answered questions from The Questionnaire. Respondents were:
40% of the 15 years, 26% for the past 16 years, 20% for 17 years and 14% for 18 years); a subdivision by
sex shows a slight presence of the female gender, that is the 58% of the students who answered the tests
are girls, while the remaining 42% boys.
From Italian data, it clearly emerges that the reference sample that responded to the questionnaire has a
definite attitude towards reading: most of the students interviewed considers reading as a secondary
activity to be carried out at certain moments free from commitments on other areas of their lives. The
reading is experienced primarily as something that "fills" certain times of their week; they say they are
aware of the importance of reading a lot but at the same time consider this as an activity of minor
importance and to which give little space.
Czech Republic
389 pupils of Střední škola Náhorní, answered the The Questionnaire, most of whom were aged 18, 43%,
followed by pupils aged 17, 25%. Penultimate position was occupied by pupils aged 16, 20% and after
them came pupils aged 15, 12%. The results have confirmed some surprising information. People believe
that students do not read very much these days which is in contrast with our results where they express
their positive relationship with reading. One would also expect decreasing popularity of printed books in
contrary to increasing popularity of digital media; however, the reality is different. Interesting fact is that
with growing age the time spent reading is increasing too. There might be different reasons explaining this
trend: as they grow older, young people have to spend more time studying and therefore reading; they
also get more interested in the world around reading different articles particularly on the internet; or, simply,
as they are growing up they begin to like literature and reading books.