ISTRAŽIVANJE STRATEGIJA ČITANJA MLAĐIH UČENIKA ENGLESKOGA KAO STRANOG JEZIKA: IZRADA INSTRUMENTA ; YOUNG LEARNERS' READING STRATEGIES IN ENGLISH AS A FOREIGN LANGUAGE: DEVELOPMENT OF A MEASURING INSTRUMENT ; RESEARCH INTO STRATEGIES FOR READING YOUNGER ENGLISH AS A FOREIGN LANGUAGE: DESIGN OF THE INSTRUMENT; YOUNG LEARNERS’ READING STRATEGIES IN ENGLISH AS A FOREIGN LANGUAGE: DEVELOPMENT OF A MEASURING INSTRUMENT

U radu se opisuje postupak izrade upitnika o strategijama čitanja na engleskom kao stranom jeziku primjerenoga učenicima mlađe školske dobi. Detaljno se opisuje provedena eksploratorna faktorska analiza čiji je cilj bio poboljšanje mjernoga instrumenta, kao i ispitivanje povezanosti varijabli. Također je provedena i analiza pouzdanosti. Na temelju dobivenih rezultata predložena je tipologija strategija čitanja koja uvažava uzrast i kognitivne sposobnosti učenika. ; This study is concerned with the development of an instrument used to assess young learners’ reading strategies in English as a foreign language. It describes in detail the exploratory factor analysis that was used to improve the research instrument and to explore the relationships between survey items. Also, a reliability analysis was carried out. A reading strategy typology that takes into consideration learners’ age and cognitive abilities was suggested on the basis of the results. ; The work describes the process of developing a questionnaire on reading strategies in English as a foreign language suitable for pupils of younger school age. An exploratory factor analysis carried out aimed at improving the measuring instrument as well as an examination of the link between the variables shall be described in detail. A reliability analysis was also carried out. Based on the results obtained, a typology of reading strategies that takes into account the pupils’ age and cognitive abilities has been proposed. This study is concerned with the development of an instrument used to assess young learners’ reading strategies in English as a foreign language. It describes in detail the exploratory factor analysis that was used to improve the research instrument and to explore the relationships between survey items. Also, a reliability analysis has been carried out. A reading strategy typology that takes into consideration learners’ age and cognitive abilities was suggested on the basis of the results.