IDENTIFYING WEAKNESSES IN READING LITERACY AMONG THE TOP-RANKING PRIMARY SCHOOL STUDENTS IN LITERATURE IN THE REPUBLIC OF SERBIA
Keywords:
teaching methods of Serbian language and literature, reading motivation, text comprehension, reading strategies, reading literacy
Abstract
The results of international assessments, such as PIRLS (2021) and PISA (2022), indicate that primary school students in the Republic of Serbia achieve significantly lower results than the international average when it comes to advanced levels of reading literacy. Therefore, a study was conducted to identify weaknesses in the reading literacy of seventh- and eighth-grade students who achieve the best results in the field of literature. The sample included 410 students who participated in the 2024 National Literature Competition Literary Olympiad. In order to identify their weaknesses in reading literacy, the study was based on the following research tasks: 1. Determine the types of tasks used to assess reading literacy in the National Literature Test; and 2. Analyze students' success in solving these tasks. To achieve the first research task, a content analysis method was applied to the measuring instrument (official tests from the National Competition). Tasks were identified (five per grade level), followed by an analysis of content elements, task types, and specific learning outcomes related to reading literacy. To assess students’ success in solving these tasks, descriptive statistical measures and a nonparametric chi-square test were used. The obtained results show that final-year primary school students who excel in literature perform worse in understanding scientific and technical texts compared to literary texts, as well as in understanding literary texts whose context (historical, social) is unfamiliar to them. This finding has pedagogical implications, highlighting the importance of promoting various reading strategies and motivation as a predictor of reading literacy success.
References
Извори
Nacionalni program za razvoj i vrednovanje čitalačke pismenosti (2024). Beograd: Zavod za vrednovanje kvaliteta vaspitanja i obrazovanja.
Obrazovni standardi za kraj obaveznog obrazovanja za nastavni predmet Srpski jezik (2010). Beograd: Ministarstvo prosvete Republike Srbije, Zavod za vrednovanje kvaliteta obrazovanja i vaspitanja.
Osnovno obrazovanje – učenici (2023/2024). Portal otvorenih podataka. Ministarstvo prosvete Republike Srbije. https://opendata.mpn.gov.rs/otvoreni-podaci/osnovno-obrazovanje.html
Pravilnik o standardima obrazovnih postignuća za kraj prvog ciklusa osnovnog obrazovanja i za kraj osnovnog obrazovanja (2024). Službeni glasnik RS, LXXX, br. 104/2024.
Republički zimski seminar 2024 (2024). Beograd: Društvo za srpski jezik i književnost Srbije, Ministarstvo prosvete Republike Srbije, Filološki fakultet u Beogradu.
Republičko takmičenje učenika osnovnih škola Književna olimpijada, VII razred [test] (2023/2024). https://drustvosj.fil.bg.ac.rs/2024/04/20/testovi-i-resenja-republickog-nivoa-takmicenja-knjizevna-olimpijada-za-ucenike-os-2024/
Republičko takmičenje učenika osnovnih škola Književna olimpijada, VIII razred [test] (2023/2024). https://drustvosj.fil.bg.ac.rs/2024/04/20/testovi-i-resenja-republickog-nivoa-takmicenja-knjizevna-olimpijada-za-ucenike-os-2024/
Tešić, Ž. (2023). Metodologija izrade zadataka za proveru znanja iz književnosti u starijim razredima osnovne škole (doktorska disertacija). NaRDUS (123456789/21839)
Литература
Alfassi, M. (2004). Reading to Learn: Effects of Combined Strategy Instruction on High School Students. The Journal of Educational Research, 97(4), 171-185 https://doi.org/10.3200/JOER.97.4.171-185
Antić, S. i Stevanović, J. (2024). Kako unaprediti razumevanje pročitanog: mapiranje kritičnih zona za pedagoške intervencije. Nastava i vaspitanje, 73(3), 345-362. https://doi.org/10.5937/nasvas2403345A
Araujo, L. (2014). Reading literacy achievement. In A. C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-Being Research (pp. 5404-5406). Springer. https://doi.org/10.1007/978-94-007-0753-5_2424
Braze, D., Tabor, W., Shankweiler, D., & Mencl, E. (2007). Speaking up for Vocabulary: Reading Skill Differences in Young Adults. Journal of Learning Disabilities, 40(3), 226-243.
Bozan, M. A. (2024). We read but how: research on reading and reading comprehension skills. e-Kafkas Journal of Educational Research, 11, 178-192. doi: 10.30900/kafkasegt.1370135
Chunjin, C. (2020). New findings in reading literacy assessment among students in the four provinces/municipalities of China in PISA 2018. Journal of East China Normal University (Educational Sciences), 38(5) 22-62. doi: 10.16382/j.cnki.1000-5560.2020.05.002
Čaprić, G. i Videnović, M. (2024). PISA 2022: Izveštaj za Republiku Srbiju. Beograd: Zavod za vrednovanje kvaliteta obrazovanja i vaspitanja.
Delgadova, E. (2015). Reading Literacy as One of the Most Significant Academic Competencies for the University Students. Procedia - Social and Behavioral Sciences, 178, 48-53. https://doi.org/10.1016/j.sbspro.2015.03.145
Duff, D. (2019). The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits? Language, Speech, and Hearing Services in Schools, 50(4), 562-578. https://doi.org/10.1044/2019_LSHSS-VOIA-18-0001
Duff, D., Tomblin, B., & Catts, H. (2015). The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect. Journal of Speech, Language, and Hearing Research, 58(3), 853-864. doi: 10.1044/2015_JSLHR-L-13-0310
Duke, N. K., & Pearson, P. D. (2009). Effective Practices for Developing Reading Comprehension. Journal of Education, 189(1-2), 107-122. https://doi.org/10.1177/0022057409189001-208
Ezell, H. K., Hunsicker, S. A., & Quinque, M. M. (1997). Comparison of Two Strategies for Teaching Reading Comprehension Skills. Education and Treatment of Children, 20(4), 365-382.
Frankel, K. K., Becker, B. L. C., Rowe, M. W., & Pearson, P. D. (2016). From “What is Reading?” to What is Literacy?. Journal Education, 196(3), 7-17. https://doi.org/10.1177/002205741619600303
Gilakjani, P., & Sabouri, N. (2016a). A Study of Factors Affecting EFL Learners' Reading Comprehension Skills and Strategies for Improvement. International Journal of English Linguistics, 6(5), 180-187. http://dx.doi.org/10.5539/ijel.v6n5p180
Gilakjani, P., & Sabouri, N. (2016b). How Can Students Improve Their Reading Comprehension Skill?. Journal of Studies in Education, 6(2), 229-240. http://dx.doi.org/10.5296/jse.v6i2.9201
Habok, A., Оо, T. Z., & Magyar, A. (2024). The effect of reading strategy use on online reading comprehension. Heliyon, 10(2), e24281, https://doi.org/10.1016/j.heliyon.2024.e24281
Huang, T. H. (2024). Predictive factors for reading comprehension ability in indigenous high school students instructed through various teaching methods. ASIA PACIFIC EDUCATION REVIEW, 25(2), 489-506. DOI10.1007/s12564-023-09924-3
Jackson, D., Johnson, W. F., Frankel, K. K., & Houston-King, A. (2025). Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction. Reading Research Quarterly, 60(1), e594, https://doi.org/10.1002/rrq.594
Liu, H., Chen, X., & Liu, X. (2022) Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods. Frontiers Psychology, 13: 948612. 01-018, doi: 10.3389/fpsyg.2022.948612
Massey, S. (2014). Making the Case for Using Informational Text in Preschool Classrooms. Creative Education, 5, 396-401. doi: 10.4236/ce.2014.56049.
Mensink, M. C. (2025). Emotional responses to seductive scientific texts during online and offline reading tasks. In C. M. Bohn-Gettler & J. K. Kaakinen (Eds.), Emotions in reading, learning, and communication (pp. 76-93). Routledge.
Moore, A. L. (2014). A Research Review of Cognitive Skills, Strategies, and Interventions for Reading Comprehension. http:/downloads.learningrx.com/reading- comprehension-research-paper.pdf
Mrkalj, Z. (2016). Od bukvara do čitanki (metodička istraživanja). Beograd: Učiteljski fakultet.
Mrkalj, Z. i Pejić, A. (2021). Uloga esej-testa u sticanju veštine čitanja i razumevanja pročitanog. Inovacije u nastavi, XXXIV(3), 153-161. doi: 10.5937/inovacije2103153M
Mrkalj, Z. i Stakić, M. (2024) Republičko takmičenje iz književnosti Književna olimpijada (2013–2024): analiza rezultata osnovaca i buduća perspektiva. Književnost i jezik, LXXI(2), 303-317. https://doi.org/10.18485/kij.2024.71.2.5
Ness, M. (2011). Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies. Journal of Research in Childhood Education, 25(1), 98-117. https://doi.org/10.1080/02568543.2010.531076
Nikolić, M. (2012). Metodika nastave srpskog jezika i književnosti. Beograd: Zavod za udžbenike.
Oakhill, J., & Cain, K. (2012). The precursors of reading comprehension and word reading in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91-121. doi: 10.1080/10888438.2010.529219
Pavlović Babić, D. i Baucal, A. (2010). Čitalačka pismenost kao mera kvaliteta obrazovanja: procena na osnovu PISA 2009 podataka. Psihološka istraživanja, XIII(2), 241-260.
Popović, D. (2013). Razvoj čitalačke pismenosti i obrazovni program maternjeg jezika i književnosti u osnovnoj školi. Inovacije u nastavi, XXVI(3), 112-122.
Ranđelović, B., Đukić, D., Karalić, E., Čaprić, G. i Radulović, M. (2023). PIRLS 2021: Nacionalni izveštaj o rezultatima istraživanja čitalačke pismenosti. Beograd: Zavod za vrednovanje kvaliteta obrazovanja i vaspitanja.
Richter, T., Isberner, M., Naumann, J., & Neeb, Y. (2013). Lexical quality and reading comprehension in primary school children. Scientific Studies of Reading, 17(6), 415-434. doi: 10.1080/10888438.2013.764879
Schraw, G. & Dennison, R. S. (1994). The effect of reader purpose on interest and recall. Journal of Reading Behavior, 26(1), 1-18. doi: 10.1080/10862969409547834
Spörer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), 272-286. https://doi.org/10.1016/j.learninstruc.2008.05.003.
Unsworth, N., & McMillan, B. D. (2013). Mind Wandering and Reading Comprehension: Examining the Roles of Working Memory Capacity, Interest, Motivation, and Topic Experience. Journal of Experimental Psychology: American Psychological Association Learning, Memory, and Cognition, 39(3), 832-842. doi: 10.1037/a0029669.
Van den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41(3), 315-325.
Vučković, D. (2017). Poučavanje i usvajanje čitalačke pismenosti u mlađim razredima osnovne škole u Crnoj Gori. Inovacije u nastavi, XXX(2), 68-81. doi: 10.5937/inovacije1702068V
Wade, S. E. (2001). Research on Importance and Interest: Implications for Curriculum Development and Future Research. Educational Psychology Review, 13, 243-261. https://doi.org/10.1023/A:1016623806093
Wagner, R. K., & Meros, D. (2010). Vocabulary and Reading Comprehension: Direct, Indirect, and Reciprocal Influences. Focus on Exceptional Children. https://pmc.ncbi.nlm.nih.gov/articles/PMC4031673/
Nacionalni program za razvoj i vrednovanje čitalačke pismenosti (2024). Beograd: Zavod za vrednovanje kvaliteta vaspitanja i obrazovanja.
Obrazovni standardi za kraj obaveznog obrazovanja za nastavni predmet Srpski jezik (2010). Beograd: Ministarstvo prosvete Republike Srbije, Zavod za vrednovanje kvaliteta obrazovanja i vaspitanja.
Osnovno obrazovanje – učenici (2023/2024). Portal otvorenih podataka. Ministarstvo prosvete Republike Srbije. https://opendata.mpn.gov.rs/otvoreni-podaci/osnovno-obrazovanje.html
Pravilnik o standardima obrazovnih postignuća za kraj prvog ciklusa osnovnog obrazovanja i za kraj osnovnog obrazovanja (2024). Službeni glasnik RS, LXXX, br. 104/2024.
Republički zimski seminar 2024 (2024). Beograd: Društvo za srpski jezik i književnost Srbije, Ministarstvo prosvete Republike Srbije, Filološki fakultet u Beogradu.
Republičko takmičenje učenika osnovnih škola Književna olimpijada, VII razred [test] (2023/2024). https://drustvosj.fil.bg.ac.rs/2024/04/20/testovi-i-resenja-republickog-nivoa-takmicenja-knjizevna-olimpijada-za-ucenike-os-2024/
Republičko takmičenje učenika osnovnih škola Književna olimpijada, VIII razred [test] (2023/2024). https://drustvosj.fil.bg.ac.rs/2024/04/20/testovi-i-resenja-republickog-nivoa-takmicenja-knjizevna-olimpijada-za-ucenike-os-2024/
Tešić, Ž. (2023). Metodologija izrade zadataka za proveru znanja iz književnosti u starijim razredima osnovne škole (doktorska disertacija). NaRDUS (123456789/21839)
Литература
Alfassi, M. (2004). Reading to Learn: Effects of Combined Strategy Instruction on High School Students. The Journal of Educational Research, 97(4), 171-185 https://doi.org/10.3200/JOER.97.4.171-185
Antić, S. i Stevanović, J. (2024). Kako unaprediti razumevanje pročitanog: mapiranje kritičnih zona za pedagoške intervencije. Nastava i vaspitanje, 73(3), 345-362. https://doi.org/10.5937/nasvas2403345A
Araujo, L. (2014). Reading literacy achievement. In A. C. Michalos (Ed.), Encyclopedia of Quality of Life and Well-Being Research (pp. 5404-5406). Springer. https://doi.org/10.1007/978-94-007-0753-5_2424
Braze, D., Tabor, W., Shankweiler, D., & Mencl, E. (2007). Speaking up for Vocabulary: Reading Skill Differences in Young Adults. Journal of Learning Disabilities, 40(3), 226-243.
Bozan, M. A. (2024). We read but how: research on reading and reading comprehension skills. e-Kafkas Journal of Educational Research, 11, 178-192. doi: 10.30900/kafkasegt.1370135
Chunjin, C. (2020). New findings in reading literacy assessment among students in the four provinces/municipalities of China in PISA 2018. Journal of East China Normal University (Educational Sciences), 38(5) 22-62. doi: 10.16382/j.cnki.1000-5560.2020.05.002
Čaprić, G. i Videnović, M. (2024). PISA 2022: Izveštaj za Republiku Srbiju. Beograd: Zavod za vrednovanje kvaliteta obrazovanja i vaspitanja.
Delgadova, E. (2015). Reading Literacy as One of the Most Significant Academic Competencies for the University Students. Procedia - Social and Behavioral Sciences, 178, 48-53. https://doi.org/10.1016/j.sbspro.2015.03.145
Duff, D. (2019). The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits? Language, Speech, and Hearing Services in Schools, 50(4), 562-578. https://doi.org/10.1044/2019_LSHSS-VOIA-18-0001
Duff, D., Tomblin, B., & Catts, H. (2015). The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect. Journal of Speech, Language, and Hearing Research, 58(3), 853-864. doi: 10.1044/2015_JSLHR-L-13-0310
Duke, N. K., & Pearson, P. D. (2009). Effective Practices for Developing Reading Comprehension. Journal of Education, 189(1-2), 107-122. https://doi.org/10.1177/0022057409189001-208
Ezell, H. K., Hunsicker, S. A., & Quinque, M. M. (1997). Comparison of Two Strategies for Teaching Reading Comprehension Skills. Education and Treatment of Children, 20(4), 365-382.
Frankel, K. K., Becker, B. L. C., Rowe, M. W., & Pearson, P. D. (2016). From “What is Reading?” to What is Literacy?. Journal Education, 196(3), 7-17. https://doi.org/10.1177/002205741619600303
Gilakjani, P., & Sabouri, N. (2016a). A Study of Factors Affecting EFL Learners' Reading Comprehension Skills and Strategies for Improvement. International Journal of English Linguistics, 6(5), 180-187. http://dx.doi.org/10.5539/ijel.v6n5p180
Gilakjani, P., & Sabouri, N. (2016b). How Can Students Improve Their Reading Comprehension Skill?. Journal of Studies in Education, 6(2), 229-240. http://dx.doi.org/10.5296/jse.v6i2.9201
Habok, A., Оо, T. Z., & Magyar, A. (2024). The effect of reading strategy use on online reading comprehension. Heliyon, 10(2), e24281, https://doi.org/10.1016/j.heliyon.2024.e24281
Huang, T. H. (2024). Predictive factors for reading comprehension ability in indigenous high school students instructed through various teaching methods. ASIA PACIFIC EDUCATION REVIEW, 25(2), 489-506. DOI10.1007/s12564-023-09924-3
Jackson, D., Johnson, W. F., Frankel, K. K., & Houston-King, A. (2025). Preserving Integrative and Humanizing Literacies: A Commentary on the Current Literacy Debates and the Narrowing of Literacy Instruction. Reading Research Quarterly, 60(1), e594, https://doi.org/10.1002/rrq.594
Liu, H., Chen, X., & Liu, X. (2022) Factors influencing secondary school students’ reading literacy: An analysis based on XGBoost and SHAP methods. Frontiers Psychology, 13: 948612. 01-018, doi: 10.3389/fpsyg.2022.948612
Massey, S. (2014). Making the Case for Using Informational Text in Preschool Classrooms. Creative Education, 5, 396-401. doi: 10.4236/ce.2014.56049.
Mensink, M. C. (2025). Emotional responses to seductive scientific texts during online and offline reading tasks. In C. M. Bohn-Gettler & J. K. Kaakinen (Eds.), Emotions in reading, learning, and communication (pp. 76-93). Routledge.
Moore, A. L. (2014). A Research Review of Cognitive Skills, Strategies, and Interventions for Reading Comprehension. http:/downloads.learningrx.com/reading- comprehension-research-paper.pdf
Mrkalj, Z. (2016). Od bukvara do čitanki (metodička istraživanja). Beograd: Učiteljski fakultet.
Mrkalj, Z. i Pejić, A. (2021). Uloga esej-testa u sticanju veštine čitanja i razumevanja pročitanog. Inovacije u nastavi, XXXIV(3), 153-161. doi: 10.5937/inovacije2103153M
Mrkalj, Z. i Stakić, M. (2024) Republičko takmičenje iz književnosti Književna olimpijada (2013–2024): analiza rezultata osnovaca i buduća perspektiva. Književnost i jezik, LXXI(2), 303-317. https://doi.org/10.18485/kij.2024.71.2.5
Ness, M. (2011). Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies. Journal of Research in Childhood Education, 25(1), 98-117. https://doi.org/10.1080/02568543.2010.531076
Nikolić, M. (2012). Metodika nastave srpskog jezika i književnosti. Beograd: Zavod za udžbenike.
Oakhill, J., & Cain, K. (2012). The precursors of reading comprehension and word reading in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91-121. doi: 10.1080/10888438.2010.529219
Pavlović Babić, D. i Baucal, A. (2010). Čitalačka pismenost kao mera kvaliteta obrazovanja: procena na osnovu PISA 2009 podataka. Psihološka istraživanja, XIII(2), 241-260.
Popović, D. (2013). Razvoj čitalačke pismenosti i obrazovni program maternjeg jezika i književnosti u osnovnoj školi. Inovacije u nastavi, XXVI(3), 112-122.
Ranđelović, B., Đukić, D., Karalić, E., Čaprić, G. i Radulović, M. (2023). PIRLS 2021: Nacionalni izveštaj o rezultatima istraživanja čitalačke pismenosti. Beograd: Zavod za vrednovanje kvaliteta obrazovanja i vaspitanja.
Richter, T., Isberner, M., Naumann, J., & Neeb, Y. (2013). Lexical quality and reading comprehension in primary school children. Scientific Studies of Reading, 17(6), 415-434. doi: 10.1080/10888438.2013.764879
Schraw, G. & Dennison, R. S. (1994). The effect of reader purpose on interest and recall. Journal of Reading Behavior, 26(1), 1-18. doi: 10.1080/10862969409547834
Spörer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19(3), 272-286. https://doi.org/10.1016/j.learninstruc.2008.05.003.
Unsworth, N., & McMillan, B. D. (2013). Mind Wandering and Reading Comprehension: Examining the Roles of Working Memory Capacity, Interest, Motivation, and Topic Experience. Journal of Experimental Psychology: American Psychological Association Learning, Memory, and Cognition, 39(3), 832-842. doi: 10.1037/a0029669.
Van den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41(3), 315-325.
Vučković, D. (2017). Poučavanje i usvajanje čitalačke pismenosti u mlađim razredima osnovne škole u Crnoj Gori. Inovacije u nastavi, XXX(2), 68-81. doi: 10.5937/inovacije1702068V
Wade, S. E. (2001). Research on Importance and Interest: Implications for Curriculum Development and Future Research. Educational Psychology Review, 13, 243-261. https://doi.org/10.1023/A:1016623806093
Wagner, R. K., & Meros, D. (2010). Vocabulary and Reading Comprehension: Direct, Indirect, and Reciprocal Influences. Focus on Exceptional Children. https://pmc.ncbi.nlm.nih.gov/articles/PMC4031673/