National Examination (Assessment) of Knowledge (NAK) is a form of external knowledge testing of sixth and ninth-grade pupils in Slovenia. Pupils solve tasks that are evaluated using uniform evaluation criteria. NAK exam from the Slovenian language (SLJ) is generally based on reading two texts and assignments that verify the achievement of the learning objectives and knowledge standards defined in the Curriculum for the Slovenian Language. In lower secondary education, reading becomes a fundamental resource for acquiring knowledge. For various reasons, some groups of students do not progress in accordance with the intended reading development and educational goals.
Considering that reading efficiency is an essential factor in academic performance, we tried to present an insight into the connection between reading efficiency and achievements in the NAK from SLJ among 39 students in the 7th grade of elementary school. We reviewed the correlation with the Speed Reading Test and the NAK test in the Slovenian language in the 6th grade. Based on the obtained results, we divided the studied sample into weaker and average readers. We analysed weaker readers’ tasks and prepared a collection of errors.
With the help of a statistical analysis of the data, we found that it is possible to confirm the statistical connection between reading efficiency and achievements in the Slovenian language in the 6th grade of elementary school in the studied sample. There is a noticeable statistical correlation between the weaker and average readers group concerning the final achievement in the NAK from SLJ in the 6th grade.
In the research, the achievements of weaker readers at the NAK indicate that they have an elemental knowledge of the Slovenian language according to knowledge standards and are successful in assignments that test lower taxonomic levels of knowledge. They are less successful in tasks that test higher taxonomic levels of knowledge and examine knowledge gained throughout the school year before NAK. Weaker readers are more successful in closed-type assignments. They are less successful in solving tasks that require the formation of sentences and the formation of longer texts.
When analysing the NAK tasks solved by weaker readers, we can identify the most common mistakes. We can highlight grammatical and phrasing errors caused by misunderstanding of the original text, failure to follow instructions, and misinterpreting the assignment. We recognise that weaker readers have difficulties forming sentences and longer texts.
|
