Abstract
This article summarizes the main conclusions about the state of reading literacy of students in the same class in a Bulgarian school and the correspondence between the international criteria for establishing reading literacy of the students. A study, based on the longitudinal method, outlining the didactic parameters of reading literacy in the Bulgarian school was conducted. Emphasis is placed on the needed changes regarding overcoming the problems in the education in reading literacy of Bulgarian students, its limits and variety in its improvement; the correlations which exist between the results of the national external assessment (NEA) of the students in the subject of Bulgarian language and literature of the fourth, seventh and twelfth grade.
Highlights
The use of the longitudinal method to establish reading literacy levels of students of the 4th, 7th, 9th and 12th grades, of the same class in the Burgas district, enabled the analysis of the reading literacy of the same class in the 4th, 7th, 9th and 12th grade with national and international means and traces the dynamics of the reading literacy of the students in all stages and grades of secondary school
The proposed dissertation work fulfilled the purpose and the tasks set in its concept and the following conclusions can be made: 1. The didactic parameters of the reading literacy, related to its formulation by UNESCO (UNESCO, 2006) read in the context of the state educational requirements for Bulgarian language and literature education in secondary school and compared to the PISA criteria should be basic in reading literacy education - from initial literacy education to reading comprehension and finding, retrieving and interpreting information from the text on the basis of established correspondences between the didactic parameters of the reading literacy in the Bulgarian secondary school and the international systems of work for raising the levels of its understanding
The results of the study of the reading literacy of the seventh grade students show that the successful solving of the specific tasks within the depicted problem areas should be interpreted as a consequence of the change of the profile of the Bulgarian language teaching as the first language in the secondary school – from grammatically oriented towards communicative oriented Bulgarian language education; and to be talked about communication, but to make sense of it as a communication with a text, i.e. acquiring reading literacy and such skills that help the individual's social realization
Summary
The use of the longitudinal method to establish reading literacy levels of students of the 4th, 7th, 9th and 12th grades, of the same class (enrolled in first grade in 2004) in the Burgas district, enabled the analysis of the reading literacy of the same class in the 4th, 7th, 9th and 12th grade with national and international means and traces the dynamics of the reading literacy of the students in all stages and grades of secondary school. A difference of nearly 5 points in 20 max points of the students with Bulgarian as their mother tongue is enough to conclude that the Roma pupils show a significant lag in the covering of the state educational minimum standards still at the external evaluation in fourth grade.
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