Factors of non-Fiction Texts Comprehension Among Primary School Pupils in the Czech Republic

Authors

  • Dana Vicherková Faculty of Education University of Ostrava https://orcid.org/0000-0003-0566-2786
  • Josef Malach Department of Education and Adult Education University of Ostrava, Faculty of Education Fr. Šrámka 3 709 00 Ostrava, Czech Republic
  • Kateřina Malachová Department of Biology and Ecology University of Ostrava, Faculty of Science Chittussiho 10 710 00 Ostrava, Czech Republic https://orcid.org/0000-0001-9997-4881
  • Martin Kolář Department of Education and Adult Education, University of Ostrava, Faculty of Education, Fr. Šrámka 3 709 00 Ostrava, Czech Republic
  • Veronika Murinová Department of Education and Adult Education, University of Ostrava, Faculty of Education, Fr. Šrámka 3 709 00 Ostrava, Czech Republic https://orcid.org/0009-0004-6711-0746

DOI:

https://doi.org/10.34190/ecel.25.1.4980

Keywords:

reading and digital literacy, communication, text comprehension, everyday, non-fiction text, primary/secondary school pupils

Abstract

In the context of Society 4.0, the ability to comprehend electronic forms of everyday non-fiction texts is increasingly important. International PISA research (2009, 2018) has repeatedly identified lower levels of reading literacy among Czech fifteen-year-old boys. The demand for comprehending both formal and informal texts with professional content, such as technical, economic, and media texts, continues to rise. Online media risks, particularly those associated with social networking, constitute considerable threats to primary and secondary school pupils in both educational and family environments. Reading comprehension should also support cognitively and affectively balanced communication. This research examines the roles and models of reading by primary school pupils in the Moravian-Silesian region of the Czech Republic. The qualitative study, using semi-structured interviews with 14 pupils, aimed to identify the types of electronic non-fiction texts preferred by pupils, the e-texts included in recommended secondary school reading lists, the instructional methods employed to develop digital, informational, and reading competencies, and the factors influencing pupils' comprehension of non-fiction texts. The results show that Czech fifteen-year-old pupils frequently find it difficult to interpret visually presented information and tend to prefer texts written in informal abbreviations. Media education is frequently not integrated as a distinct component of the primary school curriculum. This study forms a component of a broader research initiative under the Just Transformation Operational Programme, specifically the REFRESH project (Research Excellence for Region Sustainability and High-tech Industries), registration number CZ10.03.01/00/22_003/0000048.

Author Biographies

Josef Malach, Department of Education and Adult Education University of Ostrava, Faculty of Education Fr. Šrámka 3 709 00 Ostrava, Czech Republic

Professor Josef Malach works at the Department of Education and Adult Education, Faculty of Education, University of Ostrava. His research activities cover the application of ICT in education, educational assessment and entrepreneurship education. He is the chairman of the national editorial board of The New Education Review and is a member of many editorial boards.

Kateřina Malachová, Department of Biology and Ecology University of Ostrava, Faculty of Science Chittussiho 10 710 00 Ostrava, Czech Republic

Professor Kateřina Malachová works at the Department of Biology and Ecology, Faculty of Science, University of Ostrava. She has long teaching experience at the university. Her research activities include environmental biomonitoring, assessment of health of working staff and bacterial resistance. The publishing activity represents over 300 articles, two monographs and 10 teaching texts.

Martin Kolář, Department of Education and Adult Education, University of Ostrava, Faculty of Education, Fr. Šrámka 3 709 00 Ostrava, Czech Republic

Martin Kolář is a PhD student at the Faculty of Education, University of Ostrava, currently in his final year of studies. He focuses on the use of modern technologies and shifts in education trends. He works as a head teacher at a primary school in Ostrava. 

Veronika Murinová, Department of Education and Adult Education, University of Ostrava, Faculty of Education, Fr. Šrámka 3 709 00 Ostrava, Czech Republic

Veronika Murinová is a PhD student at the Department of Education and Adult Education, Faculty of Education, University of Ostrava. She deals with the issues of   reading literacy of pupils and assessment in education. She has more than 10 years of work experience as a teacher at secondary schools.

Downloads

Published

2026-10-07

Issue

Vol. 25 No. 1 (2026): Proceedings of the 25th European Conference on e-Learning (ECEL 2026)

Section

Academic papers