Izvleček
V članku povzemamo nekatere prve rezultate Mednarodne raziskave bralne pismenosti četrtošolcev in četrtošolk (PIRLS 2021), v kateri je sodelovalo 57 držav oziroma izobraževalnih sistemov, tudi Slovenija. Rezultati kažejo na upad bralne pismenosti v večini sodelujočih izobraževalnih sistemov, med njimi tudi v Sloveniji. Vendar je upad bralne pismenosti v Sloveniji še posebej resen, če vemo, da je Slovenija edina od sodelujočih držav članic Evropske unije, kjer je bil pred tem v vsakem izmed 5-letnih ciklov raziskave izmerjen napredek pri bralni pismenosti četrtošolcev in četrtošolk. V nekaterih državah obstajajo razlike pri branju glede na namen (branje za literarno izkušnjo proti branju za pridobivanje in uporabo informacij) in procese razumevanja (priklic in preprosto sklepanje proti interpretaciji, integraciji in vrednotenju) glede na povprečni bralni dosežek; v Sloveniji teh razlik v 2021 ni. Prav tako so bile deklice v Sloveniji boljše bralke, ne le v ciklu 2021, temveč tudi v prejšnjih ciklih. Dosežki pri bralni pismenosti so (še vedno) povezani z domačim okoljem, odnosom do branja in številnimi drugimi šolskimi ter izvenšolskimi karakteristikami.
Abstract
Reading Literacy of Slovenian Fourth Graders: First Results of PIRLS 2021 Survey
This article summarises some preliminary results of the International Reading Literacy Study of Fourth Grade Students (PIRLS 2021), in which 57 countries or education systems, including Slovenia, participated. The results show a decline in reading literacy in most participating education systems, including Slovenia. However, the decline in reading literacy in Slovenia is particularly alarming given that Slovenia is the only participating EU Member State where progress in reading literacy of fourth-grade boys and girls has previously been measured in each of the 5-year cycles of the survey. In some countries, there are differences in reading according to purpose (reading for literary experience vs. reading to acquire and use information) and comprehension processes (retrieval and simple inference vs. interpretation, integration and evaluation) in relation to average reading achievement. In Slovenia, there were no such differences in 2021. Similarly, girls in Slovenia were better readers, not only in the 2021 cycle but also in the previous cycles. Achievement in reading literacy is (still) related to home environment, attitudes towards reading and many other school and out-of-school characteristics.