Reading and digital literacy, text comprehension, non-literary text, secondary technical school pupils, critical thinking

It is essential to develop reading comprehension of non-literary texts in primary and secondary technical school pupils with an interdisciplinary approach focusing on developing their critical thinking, transversal, (e) reading, and digital competencies in everyday situations. International PISA research (2000, 2009, 2019) has repeatedly pointed out the below-average reading literacy level among the fifteen-year-old Czech boys' community. Pupils at secondary technical schools in the Moravian-Silesian and Olomouc regions belong to the endangered groups in terms of their level of reading and digital strategies, especially regarding data processing and evaluation. A quantitatively oriented questionnaire survey investigated (external and internal) factors influencing the reader's understanding of non-literary texts through the lens of 384 pupils at secondary technical schools. A partial goal was to identify the types of non-literary texts the pupils like and the kinds of non-literary texts that are part of the recommended secondary school reading. The research results showed that Czech secondary school pupils do not comprehend the information in non-literary graphic representation. Informal Facebook texts with visualisation are popular among pupils. Administrative-style texts are the most common school-recommended secondary school reading at secondary technical schools in the Moravian-Silesian region.

It is essential to develop reading comprehension of non-literary texts in primary and secondary technical school pupils with an interdisciplinary approach focusing on developing their critical thinking, transversal, (e) reading, and digital competencies in everyday situations. International PISA research (2000, 2009, 2019) has repeatedly pointed out the below-average reading literacy level among the fifteen-year-old Czech boys' community. Pupils at secondary technical schools in the Moravian-Silesian and Olomouc regions belong to the endangered groups in terms of their level of reading and digital strategies, especially regarding data processing and evaluation. A quantitatively oriented questionnaire survey investigated (external and internal) factors influencing the reader's understanding of non-literary texts through the lens of 384 pupils at secondary technical schools. A partial goal was to identify the types of non-literary texts the pupils like and the kinds of non-literary texts that are part of the recommended secondary school reading. The research results showed that Czech secondary school pupils do not comprehend the information in non-literary graphic representation. Informal Facebook texts with visualisation are popular among pupils. Administrative-style texts are the most common school-recommended secondary school reading at secondary technical schools in the Moravian-Silesian region.