LITERARY TEXT ANALYSIS IN PRIMARY EDUCATION: THE USE OF INTERTEXTUAL, INTRATEXTUAL AND EXTRATEXTUAL CONNECTIONS

Andonovska-Trajkovska, Daniela (2026) LITERARY TEXT ANALYSIS IN PRIMARY EDUCATION: THE USE OF INTERTEXTUAL, INTRATEXTUAL AND EXTRATEXTUAL CONNECTIONS. Conference: 6th International “Education Across Borders” Conference “Reimagining Education in the Modern Age”. pp. 229-238. ISSN 978-9989-100-90-1

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Abstract

The process of understanding and analyzing a literary text for the purpose of finding deeper meaning in primary
education depends on the ability of students to make connections between the text and their past experiences
related to the type, content and the theme depicted in the text as well as their prior knowledge on the topic explored.
Moreover, this process depends on the schema-building approach and scaffolding provided by the teacher. The
aim of this paper is to address issues of intertextuality as part of the comprehension strategies in the primary
education and mediating the process of creating inner text during the reading. The paper also seeks to answer the
question whether teachers encourage different kinds of connections (intertextual, intratextual and extratextual) in
the literary text analysis approach depending on the students’ age. We have conducted survey about the
intertextual, extratextual and intratextual connections in the process of literary analysis in order to collect the
necessary data for this descriptive research with a random sample of primary school language teachers in the
Republic of North Macedonia (total N=75). The results obtained by the descriptive analysis and χ
2 test have shown
that the teachers practice different kinds of intertextuality encouraging techniques and connections depending on the students’ age in the process of literary text analysis in class. These findings will help scholars build a broader picture of the schema-building approach for the purpose of making intertextual, extratextual and intratextual connections during and after the reading of a literary text. They will also contribute to raising teachers’ awareness of the complexity of creating inner text by the reader.

Item Type:	Article
Subjects:	Scientific Fields (Frascati) > Social Sciences > Educational sciences Scientific Fields (Frascati) > Humanities > Languages and literature Scientific Fields (Frascati) > Social Sciences > Other social sciences
Divisions:	Faculty of Education
Depositing User:	Prof. d-r Daniela Andonovska-Trajkovska
Date Deposited:	20 Apr 2026 15:38
Last Modified:	20 Apr 2026 15:38
URI:	https://eprints.uklo.edu.mk/id/eprint/11514

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