DIFFERENCES IN THE SELECTION AND PROCESSING OF ELECTRONIC AND PRINTED TEXTS FROM THE PERSPECTIVE OF CZECH SECONDARY SCHOOL STUDENTS

In the context of ongoing digitisation and robotisation processes, there is an increasing necessity for comprehending texts in electronic formats, which prompts a re-evaluation of the concept of reading literacy. This study aimed to investigate the current reading preferences of 614 secondary school pupils, focusing on their choices concerning text types and genres that facilitate the acquisition of new knowledge. Additionally, the research sought to elucidate the strategies employed by pupils to comprehend unknown vocabulary and the methods utilised for verifying the accuracy of the information read. A particular focus was placed on exploring whether variations in the strategies for understanding unfamiliar words and verification methods are associated with pupils' preferences for specific text formats. The questionnaire survey findings indicate that 75% of participants preferred reading printed books, with science fiction and fantasy genres as the primary sources for acquiring new knowledge, chosen by 34.2% of respondents. Over half of the pupils (51.3%) reported that their approach to understanding unfamiliar words involves inferring meaning from the context of the surrounding text. When verifying their comprehension of the material read, 63% of respondents indicated a reliance on the strategy of repeated reading. Interestingly, the study did not reveal a significant correlation between pupils' preferences for electronic versus printed texts and their chosen strategy for understanding unknown vocabulary. However, it was revealed that pupils' preferences for text formats exhibit statistically significant differences concerning the methods employed to assess their comprehension of the information studied.