1. 1. 2011 ; . - (....) ( ) (....) (....) 2011
2. 2. 1 ........................................................................................................................................................................ 3 .................................................................................................................................................. 4 ................................................................................................................................................................... 6 ................................................................................................................................................................. 9-16 1. ..................................................................................................................................................................... 9 2. ............................................................................................................................. 10 2.1. ............................................................................... 10 2.2. .......................................................................................................... 13 3. ................................................................................................... 15 ': ................................................................................................. 17-65 1: ....................................................................... 18-42 1.1. ......................................................................................................................... 18 1.2. ............................................... 23 1.2.1. ..................................................................................................................................... 23 1.2.2. ... ..................................................................................... 25 1.2.3. .................. 28 1.2.4. ........................................................................................................................... 30 1.3. .............................................................................................................................. 31 1.4. ............................................................. 38 1.4.1. ..................................................................................................................... 38 1.4.2. ...... 41 2: , , ................................................................................................................................................. 43-65 2.1. : ......................................................................................................... 43 2.2. : Lire et faire lire ............................. 49 2.3. : ............................................................................. 52 2.4. : Nati per leggere Bologna .............................. 57
3. 3. 2 ': .............................................. 66-130 1: ... ............................................................................ 67-80 1.1. - ..................................................................................... 67 1.2. : -- ........................................................................................................ 68 1.3. ......................................................................................... 69 1.3.1. .................................... 69 1.3.2. ... .... 70 1.3.3. ... ......... 73 1.4. .................................................................................... 74 1.4.1. ............................... 74 1.4.2. ... ... 75 1.4.3. ... ......... 77 1.5. - ................................................................................................................................ 79 2: .............................................................................. 81-130 2.1. ............................................................................................................................................................. 81 2.1.1. ........................................................ 81 2.1.2. ...................................................................... 82 2.1.3. .............................................. 83 2.2. ....................................................................................................................... 85 2.2.1. .................................................................................................. 87 2.2.2. ................................................................................................................... 92 2.2.3. ................................ 95 2.2.4. ...................... 101 2.2.5. .............................................. 105 2.2.6. ..................................................................................................................................... 125 2.3. ................................................................................................................................................. 129 ...................................................................................................................................... 131-134 ................................................................................................................................................................. 135 ........................................................................................................................................... 143 1: ... 2: 3:
4. 4. 3 . , , , : , , . , , , . : , . Abstract This study aims to chartering the parameters that jointly shape the environment of reading in Greece as well as to exploring the conditions that would potentially ensure the right to reading for larger sections of the children's population. This chartering pertained to the production of childrens books and the actions taken by the Greek state, as well as the actions taken by schools, libraries and other institutions, towards the enlargement of the children's reading public; actions materialized by important institutions in four European countries the United Kingdom, Germany, France and Italy have also been examined as to assess more effectively the Greek reality. In the framework of this study, two additional studies were conducted, aiming at exploring the possibilities for additional mobilization of teachers in the cause of appreciating books and the recording of the conditions that would allow the configuration of a school that could be friendlier to books. The conclusions of this study highlight the leading role of the educational community with regards to childrens interest in reading while they identify three basic deficits of reading policies in Greece: the lack of a specialized institution for children's books, the absence of policy for the development of libraries and the non-existence of reading policy for the infant and pre- school age.
5. 5. 4 . , , . , , , , , , , . , , , . , , . : , , . , , . , . . : , , , . , . : , , . , . , , , .
6. 6. 5 . .. . . . . ... . : ) , ) . . . , , . . , . .
7. 7. 6 , . . , , : (...) , , - , , , ..., . , , . , , . ( ), . ( ), . ( ), . ( ), . ( ), , , -, , , . -, , . . , .
8. 8. 7 & (.....), , . , , .. , . , . , , , , , , 2006- 2010, . , , . (...) . , ..., ... . , , : . Jacques Vidal-Naquet, La joie par les livres Franois Mitterand, Anne-Laure Cognet, La joie par les livres Franois Mitterand, . Laurent Piolatto, Lire et faire lire, Monika Ziller, , Heilbronn, Rosemarie Billes, , Angelika Riedel, Wuerzburg, . Roberto Denti, La libreria dei ragazzi Cristina Honorati, , Noemi Marcanti, Vigentina , Beatrice Lacchia, (biblioteca beb) Sala Borsa Ragazzi Bologna, Laura Nannini, (raccolta bambini) Sala Borsa Ragazzi Bologna,
9. 9. 8 , , . , , & Goethe Gerlinde Buck, . ... ... . : , , ... . , ..... . , .... . , , , , . . . , , . , . .
10. 10. 9 1. , ; , , . , , , . , , , , , / / .1 "", "", , . , / .2 , , . , , . , , . , , () , , , . , , , . , , , " " - . 1 Roman Jakobson , , . : . : Jakobson, R. . . . . : , 1998, . 55-98. 2 . , .: Rosenblatt, L.M. The reader, the text, the poem: The transactional theory of the literary work. Carbondale and Edwardsville: Southern Illinois University Press, 1978, . 12.
11. 11. 10 , , . 2. ,3 ,4 - . , : , , , , " . "" , - , . , : , , , , , ..., , , . 2.1. , , " ". , , , , . , , , 3 . : , . : . . . . : , 1998 Manguel, A. . . . . : -.., 1997. 4 . (: ....-.... , ..., 2001), , : , .
12. 12. 11 , ,5 , .6 , , , . , , , . , , . , , . . ( ), , , . , , - () , . [.....-... (2002)]7 . (.., 2011)8 - . , , , , , 5 ( ) ( ) : - ., ., & . (.). . : , 2008. . , Papantonakis, G. & Athanasiadis, E. Comprehension of literary texts by elementary school pupils in Greece. In: Close G., Frazis M., Palaktsoglou M. & Tsianikas M. Greek research in Australia. (Proceedings of the Biennial International Conference of Greek Studies. Finders University, June 2007). Adelaide: Flinders University Department of Languages Modern Greek, 2009, pp. 421-432. 6 . : ., . & . (.). . : - , 2001 , .. : -. : , 2009, ., , ., , . & , . . : Gutenberg - & , 2011. 7 [Y....- ]. - . . : , 2002. 8 , 2007-13.. &..1-2-3, 99 961 (....) . 2011-2012.
13. 13. 12 . , (2006),9 , , . , . , , . , , , .. . , , . , , , , . , . , , : , , . 10 , , , . , , . ..., , , .., () 9 ., . & . : . . : ...., 2006. 10 . : , ., . : 3 . : . 1982, . 159-160 , . . : . ( ). : ..., 1997, . 99 -, . , . 12 (. 2007): 171 , . : . : . (4 : . , 4- 6/5/2007). , 2007, . 431-432 .
14. 14. 13 . , ... , , , . , , , , , , . 2.2. , , , , , .11 , , . , " ", , .12 , , .13 , , : 11 . : Smith, F. Understanding reading: A psycholinguistic analysis of reading and learning to read. Hillsdale, NJ: Lawrence Erlbaum Associates, 5 1994 Neuman, S.B. & Dickenson, D.K. (Eds.). Handbook of early literacy research. New York: Guilford Publications, 1997 Bredekamp, S. Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children, 1997 Neuman, S.B. & Dickenson, D.K. (Eds.). Handbook of early literacy research. New York: Guilford Publications, 2001 Ruddell, R.B., Ruddell, M.R., & Singer, H. (Eds.). Theoretical models and processes of reading. Newark, Delaware: International Reading Association, 5 2004. 12 . , .. : -. : , 2009Cramer, E.H. & Castle, M. (Eds.). Fostering the life-long love of reading: The affective domain in reading education. Newark, Delaware: International Reading Association, 1994Guthrie, J.T., & Alvermann, D.E. Engaged reading: Processes, practice, and policy implications. New York: Teachers College Press, 1999. 13 : Belanger P., Winter C. & Sutton A. (Eds.). Literacy and basic education in Europe on the eve of the 21st century. Strasbourg, France: Council of Europe. London: Falmer Press, 1992 Elley, W.B. How in the world do students read? The Hague, Netherlands: IEA, 1992Lundberg, I. & Linnakyla, P. Teaching reading around the world. Hamburg, Germany: IEA. Jacobs G., 1993 Owen, P. & Pumfrey, P. (Eds.), Children learning to read: International concerns. Vol. 1 London: Falmer Press, 1995 Binkley M., Rust K. & Williams T. (Eds.). Reading literacy in an international perspective. Washington, DC: U.S. Department of Education, 1996 Greaney, V. Promoting reading in developing countries. Newark, DE: International Reading Association, 1996National Reading Panel. Report of the national reading panel: Teaching children to read. Washington, DC: Author, 2000 Mullis I.V.S., Martin M.O., Kennedy A.M. & Flaherty, C.L. (Eds.). PIRLS 2001 ncyclopedia: A reference guide to reading education in the countries participating in IEAs progress in international reading literacy study (PIRLS). Chestnut
15. 15. 14 . . , , . , , , , .14 , : "" 8%, ( ) 40,7%,15 , .16 , . , , , "" .17 . . Hill, MA: Boston College, 2002Mullis I.V.S., Martin M.O. & Gonzlez E.J. International achievement in the processes of reading education: Results from PIRLS 2001 in 35 countries. Chestnut Hill, MA: Boston College, 2004. 14 5 (1993), , . . , . & , .. (.). . : , 1994. . - 1997: . : ..., 1998. 15 " ' ..." ( ... 4/4/2011). "" (10) . 1999 2004. 16 [Eurostat]. Cultural Statistics. European Commission-European Union, 2011. . Skaliotis, M. Keys figures on cultural participation in the European Union. In: Statistics in the wake of challenges posed by cultural diversity in a globalization context. (Proceedings of the International Symposium on culture statistics). Eurostat, 2002 . 17 (...) . , . ( ... : 2011-2013, 13/12/2010, . . ).
16. 16. 15 , . , /- -/.18 3. , . - - : , , , , , , , , , , ... : , ... , ) 18 . : -, . . : : . : , 11 2004, . 65-75Baker L., Afflerbach P. & Reinking D. Developing engaged readers in school and home communities. Hillsdale, NJ: Lawrence Erlbaum Associates, 1996 Gambrell, L.B. Creating Classroom Cultures that Foster Reading Motivation. The reading teacher 50 (1996): 14- 25Baker L., Dreher J.J. & Guthrie J.T. Engaging young readers: Promoting achievement and motivation. New York: Guilford Publications, 2000.
17. 17. 16 ) . , , . . , , , , . . ) ) ) , . , , , . , , , , , . : - La joie par les livres Lire et faire lire, , , , .
18. 18. 17 '
19. 19. 18 1 1.1. ,19 2003 2010 14.877 . 20 (. 1). , .21 , , (.. , , , , , , , , , ..), (.. , , , , , ), .22 1: (2003-2010)23 2003 2004 2005 2006 2007 2008 2009 2010 8.347 8.929 9.013 10.183 10.415 10.631 9.629 8.900 1.511 1.762 1.846 2.144 1.842 2.217 1.905 1.650 18,1% 19,7% 20,5% 21,1% 17,7% 20,9% 19,8% 18,5% 19 . ... 20 . .. The book market in Greece. 2009, . 4 21 , , 2009 2010, . , . , , 1.500 . , , . ( ..., 4 ). : .., 18/1/2011 22 ISBN. 23 : [ : 8/9/2011].
20. 20. 19 , 2, 2003-2010, ... : , , (, , , , , , , , , , , , ..), (, , , ..), , . 2: (2003-2010)24 2003 2004 2005 2006 2007 2008 2009 2010 814 (53,9%) 1047 (59,4%) 1073 (58,1%) 989 (46,1%) 961 (52,2%) 1215 (54,8%) 948 (49,8%) 758 (45,9%) 145 (9,6%) 165 (9,4%) 163 (8,8%) 262 (12,2%) 172 (9,4%) 214 (9,7%) 188 (9,9%) 154 (9,3%) 193 (12,8%) 136 (7,7%) 192 (10,4%) 429 (20%) 335 (18,2%) 373 (16,8%) 347 (18,2%) 303 (18,4%) 225 (14,9%) 303 (17,2%) 304 (16,5%) 353 (16,5%) 308 (16,7%) 368 (16,6%) 383 (20,1%) 388 (23,5%) 134 (8,8%) 111 (6,3%) 114 (6,2%) 111 (5,2%) 65 (3,5%) 47 (2,1%) 39 (2%) 47 (2,9%) 1511 1762 1846 2144 1842 2217 1905 1650 2 ( , ), . , 25 . 24 : . [ : 8/9/2011]. 25 , 2009-2010 157.908 , 633.406 335.602 . (: , 10/8/2011. : , : , 2009/10 2010/11).