Reading Ability as a Learning Experience and Meaning Making in Class: the Case of Greek Primary Schools
Keywords:reading, text comprehension, language semantics, school, child
AbstractThe purpose of the research is to study students performance in the field of reading literacy. Overall, 155 pupils aged between 11 and 12 were involved in the research study. The collection of the sample was done by Greek public primary schools in urban and semi-urban areas. According to the results, there are statistically significant differences in pupils performance in terms of gender and age, while statistically insignificant is the difference in the level of geographical deviations. A significant proportion of the sample showed that students are unable to approach the performance base, facing serious difficulties in recovering information. Especially, their difficulty in interpreting and correlating information to make a decision about the content of reading is clear in our data. Based on the results of the statistical analysis, the students attitudes towards reading, the reading strategies and their views on the role of school in reading capacity and application of reading skills are positively related, but reading skills in comprehension level of the content and meaning making is not related to the above factors.
How to Cite
Papadopoulou, S., & Goumas, S. (2018). Reading Ability as a Learning Experience and Meaning Making in Class: the Case of Greek Primary Schools. European Journal of Education, 1(2), 49–58. https://doi.org/10.26417/ejed.v1i2.p49-58