Abstract
In this study, we focus on findings of the experimental research targeted on selected learners from two primary schools. The experiment aims to contribute with new findings to the development of reading literacy and demonstrate the effectiveness of education using the Double-Entry Diary method to enhance the reading literacy level of the experimental group.
Research methodology is quantitative-qualitative. The quantitative methods we employed were an experiment and standardized didactic test taken from PIRLS, a periodic international survey.
The analysis of the pupils' reading diaries was conducted through a qualitative method. We used a selective sampling method.
We monitored the level of reading skills based on PIRLS and their development in relation to the application of the Double-Entry Diary method. (C) 2016 Published by Elsevier Ltd.