The purpose of this thesis is to review some research on literacy in schools in Slovenia, to determine how literacy is addressed in the primary school curriculum, what other guidelines exist for promoting the development of reading literacy, and how textbooks and workbooks promote the development of reading literacy. In the theoretical part I first defined literacy, reviewed other guidelines and recommendations for promoting literacy development, examined how literacy is addressed in the curriculum, and what the controversies are regarding textbooks and workbooks. In the empirical part I reviewed some research on literacy in elementary school and compared one textbook and workbook for each grade of the third educational period with the guidelines, other research, and the curriculum. I have found that all the textbooks and workbooks examined contain non-literary texts, based on which they pose discussion questions and further tasks. The goal is for students to understand the text they read, summarize it, explain new vocabulary, critically evaluate new information, and use it to create new texts by the end of this period.
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