LEVELS OF UNDERSTANDING NON-LITERARY TEXTS IN CONTEMPORARY TEACHING

<doi>10.24250/jpe/2/2025/ISJ/</doi>

Abstract

Non-literary texts are objective, written in clear and
accessible language, with the main characteristic of
containing information that should be comprehensible to
the reader. Such texts are included in textbooks across all
subjects in the lower grades of primary school, which
encourages the transfer and integration of knowledge, as
well as the development of cross-curricular connections,
thereby contributing to the long-term acquisition of
knowledge. This type of text encompasses a wide range of
materials which, due to their nature and characteristics,
are not only found in schoolbooks but are also available
through various platforms. Contemporary education
requires an innovative approach to reading non-literary
texts, making it essential to monitor the development of
technologies that provide numerous opportunities for
diverse forms of learning, thereby enhancing student
engagement, text comprehension, and the overall quality of
the teaching process. This paper presents the results of an
informal knowledge test among fourth-grade primary
school students, as well as their attitudes toward nonliterary
texts. The research was conducted on a sample of
264 fourth-grade students from urban and suburban
schools in Serbia. The survey method and the method of
theoretical analysis were applied. Based on theoretical
insights, eight progressively complex levels were identified,
reflecting different degrees of comprehension. Students’
attitudes toward this type of text were examined using a
five-point Likert scale. The paper also presents an
assessment of the correlation between students’ attitudes
and their knowledge test results on non-literary texts using
the X² test. The research findings indicate that students hold
positive attitudes toward reading non-literary texts and
interpret them in accordance with the identified levels of
understanding. The results also showed that no statistically
significant difference was found between the level of
comprehension on the knowledge test and students’ attitudes toward non-literary texts. Identifying levels of
understanding provides teachers with a basis for more
effective guidance of students toward deeper
comprehension of content and improvement of the teaching
process. Knowledge at different levels contributes to the
development of skills and competences that are essential
for students throughout schooling as well as for lifelong
learning.