Despina Vasileva
Sofia University “St. Kliment Ohridski”
https://doi.org/10.53656/bel2023-6s-DS
Abstract. The problem of developing students’ reading skills has been extensively discussed in the scientific literature. The statements are diverse—from the conviction that Bulgarian students do not read enough or do not have sufficiently developed skills, to the opposite opinion that reading has not been ignored, but the approach, patterns, and ways in which it is carried out have changed. The article presents data from a qualitative study on five group interviews, with six students participating in each. The data obtained are heterogeneous. Factors such as family environment, type of school, family reading practices have a significant impact on students’ attitudes towards reading and their reading practices. Differences are observed in terms of students’ motivation to read and educate themselves, in terms of the type of school, in attitudes towards reading. The data show that students do not prefer fiction, but choose short texts with more visual content associated with easy to perceive and process information.
Keywords: interview; students’ reading practices; educational inequality
Свързани статии:
The Reflective Approach to the Development of Personal and Social Competences through Learning Content in the Context of the Refugee Problem Field
Inclusive Education in the Course of Social Studies
A Model for Assessing Receptive Language in Preschool Children
Virtualistic Transcendentalism as a Concept of Systematic Critical Metaphysics. The Pentalogy of Valentin Kanawrow
