The theoretical part of this diploma thesis briefly presents the concepts of reading, reading literacy, and reading motivation. Studies such as PISA and PIRLS, in which Slovenia also participates, provide us with data about the achievements of the youth in reading literacy. Among the more prominent European countries is Finland, which sets guidelines for many countries. In Slovenia the results of international research show a gradual improvement, however, there are concerns and aspirations to upgrade. Since the thesis focuses on the results of international research regarding reading literacy and motivation in Slovenia and abroad, in the empirical part I used a questionnaire to show the state of motivation on a small sample in one of the schools in Slovenia. The Reading Society of Slovenia warns that the share of young readers decreases after the end of the fifth grade of primary school, i.e. at the transition from the second triad to the third. Based on the observations of the previously mentioned association, I conducted the survey in the 7th grade of the Semič Primary School, because I was interested in the habits and interests of students as well as activities that promote reading motivation. It was found that the interests vary between individual students, as they all reach for different reading material. Girls choose to read in their free time more often than boys. I see room for progress in encouraging reading motivation by providing more reading activities. A country that can serve as an example for the Semič Primary School and other primary schools in Slovenia, is Finland. To enrich classes it published an online manual, which lists and describes methods for improving students' reading skills in the future (e.g. making a book trailer, a workshop with the name Words Matter).
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