Izvleček
Slovenski 15-letniki sodelujejo v primerjalni mednarodni raziskavi PISA od leta 2006, vendar povprečno število doseženih točk z leti (2009, 2012) pada. V članku so v raziskavi, v okviru katere je bila uporabljena metoda analize dokumentov, kritično ovrednotene naloge ob neumetnostnih besedilih, ki so jih slovenski dijaki v raziskavi PISA leta 2009 reševali slabše od drugih Evropejcev. Te ugotovitve smo nato povezali s podatki dijakov iz enega izmed odzadnjih vprašalnikov raziskave PISA 2009 (odgovori o branju za šolo) in jih primerjali z odgovori finskih, nemških in hrvaških dijakov ter iskali vzroke za ugotovljene razlike. Ob ugotovitvah o nalogah ter ob odgovorih dijakov se porajajo vprašanja o pouku v slovenskih šolah; članek želi spodbuditi učitelje vseh predmetov k premisleku o izboljšanju pouka, pri katerem dijaki razvijajo bralno pismenost.
Abstract
Reading Literacy and Instruction
Slovenian 15-year-olds have been participating in the international PISA survey since 2006, but their average scores have been dropping over the years (2009, 2012). The article presents a research study that employed the document analysis method to critically evaluate the assignments for non-artistic texts in the PISA survey of 2009, which Slovenian secondary school students completed worse than other Europeans. These findings were then linked to the information given by secondary school students in one of the last questionnaires of the PISA 2009 survey (answers to the question about reading for school) and compared with answers of Finnish, German and Croatian secondary school students, searching for the reasons behind these differences. The findings deduced from the assignments and the answers of secondary school students give rise to questions about instruction in Slovenian schools; this article wishes to encourage teachers of all subjects to consider improving their lessons in order to develop the reading literacy of students.