ČITALAČKE PREFERENCIJE UČENIKA MLAĐEG ŠKOLSKOG UZRASTA

Abstract

This paper focuses on the issue of reading preferences of younger elementary school pupils and the goal is to examine them as well as the possibility of peer-based encouragement of reading interests. By surveying pupils (N=235) of the third and fourth grade, authors examine (a) their attitudes to reading, (b) their preferences to different literary content, (c) pupils’ reading affiliations as an element of peer encouragement of reading interests. The results of the survey show that the majority of younger elementary school pupils like to read, but the third-grade pupils are showing more reading interests compared to fourth-graders. Pupils at the beginning of school prefer reading about wonderful and exciting events and experiences. The peer’s recommendation implies that the surveyed pupils prefer to read prose and poetry, while they show the least interest in drama texts. Regarding prose genres, they usually choose fairy tales, novels and fables. The development of a lifelong love towards books as one of the tasks of teaching literature can be achieved by fostering positive attitudes towards reading, respecting pupils’ reading preferences, enabling and encouraging the exchange of experiences about the read content in peer interaction. Research findings clearly show that there are predispositions for each of these elements, and it is on the teacher as a planner, implementer and evaluator of the teaching process, to create an incentive environment for developing pupils’ reading culture.