Title: Reading comprehension, reading context and culture through the lens of the digital generation of Czech pupils of secondary technical schools

Abstract

Adopting appropriate learning and reading strategies is one of the principal goals of primary and lifelong learning. These goals are part of Czech curricular documents, the Framework Educational Programs for Primary and Secondary Schools, and the Strategy 2030+ reflecting current social and educational challenges - globalisation, sustainable development, and advent of industry 4.0. The appeal for developing communication and reading comprehension, digital skills, and transferable competencies for everyday life grows. The reader should apply correct (de) coding of written information as a part of communication in paper and electronic form. An important factor influencing the understanding of the information is the database of sociological, psychological, ethical and media knowledge and skills. We use language that reflects the values of individuals, communities, and society to transfer data and thought processes simultaneously. This study aims to present selected features of reading strategies of secondary technical schools’ pupils in the Moravian-Silesian Region, relating to findings of international survey of 15-year-old pupils (PISA, 2018) reading literacy and Czech School Inspectorate’ (2021) survey of pupils' learning strategies that Czech boys reach below-average levels in measured reading strategies but excel in selected digital strategies. Another goal is to identify factors influencing development of reading and (i) literacy of students in working with (e) text, reading comprehension, effectiveness of reading culture and reading comfort. Analysis of 675 pupils from four secondary technical schools showed, similarly to previous research (Vicherková, 2020), that pupils reading for knowledge prefer particular topic and pupils who ask helpful questions, especially while reading (e) text process unfamiliar information to find connections with information read. The interaction between reading comfort and reading context was found. Students also have a problem understanding Roman numerals in history-related (e) text. The effectiveness of reading is apparent not only for school needs but to harmonise everyday life and lifelong learning.