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1

Fictional Characters as Anticipations of Adolescent Readers’ Dreams

100%

Zasacka Z.

Filoteknos

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2022

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issue 12

117-131

EN

The aim of this article is to look through the most attractive characters in books important to the contemporary Polish young adults. It concerns the ways young readers use, interpret and find the meaning in literature designed for them. The position of literary protagonist in the adolescent readers’ horizon of expectations has been described on the basis of values and attributes associated with enjoyable reading and books worth to recommend to readers’ peers. The analysis of spontaneous reading choices and characteristics pertaining to highly esteemed books formed the part of the results of nationwide adolescents’ readership survey conducted at the end of 2017. The article it is an attempt to answer the question: how adolescent readers engage with characters or entire books, how they could even become attached to them? There is discussion about the characteristics of a literary protagonist important in adolescent readers’ expectations of a satisfied reading, particularly in their axiological approach in interpreting literature and identification with literary protagonist and how they matter in reading engagement.

2

A comparison of the impact of extensive and intensive reading approaches on the reading attitudes of secondary EFL learners

88%

Park A. Y.

Studies in Second Language Learning and Teaching

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2020

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vol. 10

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issue 2

337-358

EN

Extensive reading (ER) which encourages second or foreign (L2) learners to engage in a great deal of reading, has long been recognized as an efficient approach in L2 reading pedagogy. While many attempts have been made to understand the effect of ER on the cognitive domains of L2 learners, there has been insufficient investigation into how ER influences their affective domains. Particularly, reading attitudes, one of the key elements of affective factors involved in L2 reading, have received little attention. This classroom-based intervention study investigated the impact of ER on English as a foreign language (EFL) learners’ attitudes toward English reading compared to the influence of the traditional intensive reading (IR) approach. In addition, this study explored whether the impact of the ER approach on EFL learners’ reading attitudes is different depending on L2 proficiency. The study included two intact classes of EFL secondary learners (N = 72) who received either ER or IR instructional treatments for a 12-week period. For the results, ANCOVA showed that the ER approach fostered positive reading attitudes significantly more than the IR approach. In addition, the analysis indicated that the participants’ proficiency levels did not have a significant effect upon changes in their reading attitudes. That is, regardless of proficiency level, the ER approach demonstrated a significantly positive effect on participants’ reading attitudes in comparison with the IR approach.

3

The Reader and Reading Culture from the Perspective of Student Teachers

88%

Vicherková D., Malach J.

The New Educational Review

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2022

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vol. 69

95-106

EN

This study aimed at discovering the characteristics of non/traditional readers that can be used to formulate a typology and identify students’ attitudes towards reading for pleasure. It also deals with the social context influencing students’ reading culture. The questionnaire survey was conducted on 381 students at the Faculty of Education, University of Ostrava. The results showed that students who read for more than one hour a day prefer to read books in paper form, including textbooks, over reading electronic books, multimedia texts or playing on computers and consider themselves traditional readers. Non-traditional readers use critical thinking methods to understand texts and prefer a multimedia format for texts when reading for pleasure over playing computer games, reading e-books, and reading paper-based books. The study also points to the growing importance of the evolving multimedia reading culture in the era of the 4.0 Industrial Revolution.

4

Reading engagement and school achievement of lower secondary school students

63%

Zasacka Z., Bulkowski K.

Edukacja

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2017

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issue 2(2017)

78–99

EN

The article focuses on the value of reading and the enjoyment of this activity by students of lower secondary schools. The subject of the analysis is the relationship of different factors on attitudes towards reading: gender and the social status of students’ families. The aim of the analysis is to learn if reading books and engagement in reading could overcome the negative influence of low social and cultural capital and gender on reading performance and educational outcomes. The study is based on the results of three editions of the national study on reading habits and attitudes among students of lower secondary schools conducted in 2003, 2010, 2013 and two editions of the PISA international survey from 2000 and 2009.

5

Społeczne wymiary czytelniczych preferencji literackich

51%

Zasacka Z.

Roczniki Nauk Społecznych

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2017

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vol. 9(45)

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issue 4

269-286

PL

Artykuł jest poświęcony społeczno-kulturowym uwarunkowaniom wyborów literackich polskich nastolatków. Spontaniczne wybory książkowe są ukazane w kontekście sposobów czytania, które budują oczekiwania wobec satysfakcjonującej lektury, formy aktywności czytelniczej i charakter uczestnictwa w społecznym obiegu książki. Uwaga została skupiona na specyfice literackiego gustu i sposobów czytania zależnych od socjalizacji do czytania w miejscowości, z której pochodzą nastoletni czytelnicy. Opisano trzy sposoby czytania: wiejski, małomiasteczkowy oraz wielkomiejski. Artykuł powstał na podstawie analiz wyników trzech edycji ogólnopolskich badań (z 2003, 2010, 2013 r.), śledzących postawy czytelnicze piętnastoletnich uczniów kończących obowiązkowy etap edukacji.

EN

The article is devoted to the socio-cultural determinants of the literary choices of Polish teenagers. Spontaneous book choices are shown in the context of reading methods, which build expectations for satisfying reading, forms of reading activity and the nature of participation in the social circulation of the book. Attention was focused on the specificity of literary tastes and ways of reading, dependent on socialization for reading in the town from which teenage readers come. Three ways of reading have been described: rural way, small-town way and big-city way. The article was based on the analysis of the results of three editions of nationwide surveys (from 2003, 2010, 2013) following the reading attitudes of fifteen-year-old students completing the compulsory education stage.

6

Zaangażowanie w czytanie a osiągnięcia szkolne gimnazjalistów

45%

Zasacka Z., Bulkowski K.

Edukacja

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2015

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issue 4(135)

107–129

PL

Tematem artykułu jest znaczenie czytania dłuższych, złożonych tekstów oraz uznawanie przez gimnazjalistów tej czynności za atrakcyjną. Przedmiotem analiz podjętych w artykule są okoliczności towarzyszące zróżnicowaniu postaw czytelniczych młodzieży wynikające z ich płci oraz znaczenie, jakie dla owych różnic mają charakterystyki społecznej pozycji rodziny pochodzenia. Przeprowadzone analizy służą odpowiedzi na pytanie: Na ile czytanie książek i zaangażowanie w czytanie mogą przezwyciężyć negatywne efekty niskiego kapitału społeczno-kulturowego rodziny i płci na umiejętności czytania i interpretacji oraz osiągnięcia edukacyjne uczniów? W artykule przedstawiono analizę wyników trzech edycji ogólnopolskiego badania czytelnictwa gimnazjalistów przeprowadzonych w latach 2003, 2010, 2013 oraz dwóch edycji międzynarodowego badania PISA realizowanych w latach 2000 i 2009.

EN

The article focuses on the value of reading and the enjoyment of this activity by pupils of lower secondary schools. The subject of the analysis is the relationship of different factors on attitudes towards reading: gender and the social status of pupils’ families. The aim of the analysis is to find out if reading books and engagement in reading could overcome the negative influence of low social and cultural capital and gender on reading performance and educational outcomes. The study is based on the results of three editions of national surveys on reading among pupils of lower secondary schools conducted in 2003, 2010, 2013 and two editions of the PISA international survey from 2000 and 2009.

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2 Edukacja

1 Filoteknos

1 Roczniki Nauk Społecznych

1 Studies in Second Language Learning and Teaching

1 The New Educational Review

4 Zasacka Z.

2 Bulkowski K.

1 Malach J.

1 Park A. Y.

1 Vicherková D.

1 2023

1 2022

1 2020