Questions and tasks in reading texts for classroom teaching

Abstract

In the last two decades, changes have occurred in the education system of Bosnia and Herzegovina which relate to revision of the curriculums, the introduction of new methods of learning and teaching and the transition to nine-year education. Certain aspects of knowledge acquisition have remained unchanged, which also applies to sources of knowledge. Among them is a textbook, which, regardless of the above changes, remains a significant factor in the teaching process and the starting point for the practical application of binding curriculums. In this research, reading books for the third, fourth and fifth grade of a nine-year elementary school were analyzed. The subject of analysis is the representation of questions and tasks in reading books according to Bloom’s taxonomy, which will lead to the one that is the most representative.