The master’s thesis presents communicative competence as a fundamental ability of an individual to participate successfully in society. Developed reading literacy is an essential part of communicative competence, as it enables the understanding, critical evaluation, and use of information. For this reason, it is one of the important goals of primary education. The results of international studies indicate that the level of reading literacy among Slovenian pupils is not at the desired level. This is also reflected in everyday teaching practice, where teachers observe a decline in interest in reading and difficulties in motivating pupils.
The thesis is based on the findings of professional discussions which show that pupils with more developed reading habits have better text comprehension, a richer vocabulary, and greater academic success. This is also something we observe in our own teaching practice. Therefore, teachers focus on finding effective ways to encourage reading motivation and create a supportive reading environment in which pupils experience reading as an enjoyable and meaningful activity.
In this thesis, we examine whether a permanent book corner in the 3rd grade of primary school, as a long-term form of encouraging reading, can influence pupils’ greater interest in reading, better comprehension of what they read, and the development of reading motivation. In the theoretical part, we present the understanding of reading literacy within the education system, the concept of reading and learning to read in the first educational cycle, and the importance of motivation for reading. The development of reading literacy is presented through the development of the components of reading literacy. We draw on the findings of international studies and on the National Strategy for the Development of Reading Literacy (2019–2030).
In the empirical part, we present the results of research on the impact of a permanent book corner on the reading literacy of 3rd-grade pupils. By comparing the results of reading literacy tests, we determine whether pupils who had the opportunity to work regularly and in a motivated way with texts in the book corner achieved better results than pupils who did not receive this form of support. Special attention was also given to the effect of the book corner on increasing reading motivation and shaping pupils’ attitudes towards reading.
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