A Complex Reading Model for Efficient Comprehension of Literary Texts

This paper analyses the reading comprehension models that are applied in teachers’ practice at elementary schools in North Macedonia and suggests a complex model that can help surpass the problems that arise in the reading process. The research was conducted in seven primary schools in North Macedonia, which encompassed 20 classes, 21 native language teachers of Macedonian and 381 fourth-graders. The analysis helped determine five different reading models applied by teachers and to better understand the teaching process in relation to reading literary texts. Moreover, the students shared their opinions on the advantages and disadvantages of these type of reading comprehension methods. Hence, we propose the application of a complex model for reading comprehension that represents a combination of different models and its application is conditioned by the specifics
of the literary text that needs to be learnt.