Horizon Europe

D2.1 Reading skills survey

(Report)

The iRead4Skills – Intelligent Reading Improvement System for Fundamental and Transversal Skills

Development is a Research & Innovation Action funded by the European Commission, Grant

number: 1010094837, Topic HORIZON-CL2-2022-TRANSFORMATIONS-01-07 – Conditions

for the successful development of skills matched to needs.

iRead4Skills D2.1 Reading skills survey

Date: 15/07/2024

2

Document Control

Information:

Settings

Value

Deliverable No.

2.1

Document Title:

D2.1 - Reading skills survey

Author(s):

Susana Correia, Raquel Amaro, Ricardo Monteiro

Reviewer(s):

Xavier Blanco

Sensitivity:

Public

Date:

15/07/2024

Document Location: The latest version of this controlled document is stored in OneDrive-

fcsh.unl.pt/iRead4Skills/Project/Work Packages/WP2/Survey 1 - Reading Skills & Needs/D2.1 Reading skills survey.

TABLE OF CONTENTS

1. INTRODUCTION ....................................................................................................................................................... 3

2. SURVEY STRUCTURE ............................................................................................................................................... 3

3. SURVEY DISSEMINATION ........................................................................................................................................ 6

4. PARTICIPANT PROFILE ............................................................................................................................................ 8

5. RESULTS .................................................................................................................................................................. 9

5.1. Portuguese survey ................................................................................................................................. 10

5.2. Spanish survey ........................................................................................................................................ 17

5.3. Trends ......................................................................................................................................................... 24

5.4. Summary of results ............................................................................................................................... 25

APPENDIX I – COMPARISON BETWEEN RESULTS ................................................................................... 27

APPENDIX II - PORTUGUESE SURVEY .......................................................................................................... 39

APPENDIX III - SPANISH SURVEY .................................................................................................................. 65

APPENDIX IV - FRENCH SURVEY ................................................................................................................... 89

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1. Introduction

Within the Work Package 2 - Skills survey: needs, skills, and gaps of the iRead4Skills project, aiming at gathering

specific information on the needs, skills and skills gaps related to reading difficulties and literacy skills of the

target population- adult learners and trainers in Adult Learning (AL) and Vocational Educational Training (VET)

training centres, it was necessary to collect specific information on the needs related to reading difficulties and

literacy skills to inform further data collection and treatment.

The achievement of these goals requires the direct engagement of in-the-field, stakeholders and end-users,

achieved through the specially designed surveys, namely a new Reading Skills survey.

This survey consists in a qualitative and a quantitative survey of training centres, on people who are following

AL and VET courses or that act as trainers, designed with the participation of the in-the-field partners and

others with knowledge on reading skills and adult learning, to assure that the survey covers the specific

information required for the subsequent work packages (i.e., text genres, domains, cultural and scientific

expectations, etc.).

A first draft of the survey was built and discussed cooperatively and tested in a small group of people before

wider implementation.

2. Survey structure

The survey aims at a qualitative and quantitative inquiry of adult learners in AL and VET courses, as well as a

population with low literacy skills, to better understand the needs and skills gaps related to reading difficulties.

The idea is to create a sociodemographic profiling of the target population, as well as identifying this

population’s reading needs and preferences, and understanding the impact the lack of literacy skills causes on

their daily lives. This survey was designed by experts on education, who are partners in the project to cater it

to the target population.

In order to compose a survey that suited our target audience, the involvement of trainers and experts from

AL and VET centres was requested. Besides the input from the institutions of the three countries in which the

survey was conducted (UCLouvain – Belgium, UNL – Portugal, UAB – Spain), all partners and peer institutions

working closely with the adult learners and trainers were asked to contribute to the development of the

survey. Particularly, trainers from Portuguese government-backed AL programs, under the jurisdiction of the

MEC - Portugal, and experts in low-literacy population from UAB assisted in the survey’s constitution and

structure. The cooperation and direct engagement from experts and AL trainers resulted in a novel

questionnaire.

The survey collects information from adults, and trainees/students in AL and VET centres via the form of an

online questionnaire, designed in a web platform (Qualtrics) and distributed via direct contact and email.

Considering that the target group include people with low reading skills, the survey will also have an oral

version so people can listen to the questions and select the appropriate answers. The informed consent will

also be provided in both written and oral versions, to assure its understanding by all the envisaged target

groups.

Equivalent versions of the survey will be provided in French, Portuguese, and Spanish.

Part 1: Information on the project and informed consent

Welcome message

Instructions on how to hear the text

Information on the iRead4Skills project

Informed consent

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Figure 1: Preview of the first page of the PT survey (computer screen/tablet and smartphone).

Part II: Sociodemographic characteristics

Age

Gender

Location of residence (broad areas, depending on the specific geopolitical context: Belgium/France;

Spain; Portugal - see annexes for the specific lists).

Native country (different options for the different geopolitical contexts; see annexes for specific lists)

Nationality (different options for the different geopolitical contexts; see annexes for specific lists)

Status (married, single, widower, etc.)

Dependents

Professional situation (employed, unemployed, studying, etc.)

General health situation

Level of education (different options for the different geopolitical contexts; see annexes for specific

lists)

Languages known with estimated level of knowledge (different options for the different geopolitical

contexts; see annexes for specific lists)

Part III: Reading activities, needs and skills

Reading motivation

Favourite topics

Texts genres/document types and communicational contexts

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Figure 2: Partial preview of the FR survey on reading needs and skills.

To avoid empty surveys, several options were implemented:

- all questions required an answer.

- in part II, an option 'I do not want to answer' was always available.

- whenever possible, closed lists were presented reflecting each geopolitical context (see Annexes).

- in part III, questions covered needs, text types/genres and skills simultaneously:

e.g., 'Have you ever needed to read these types of texts to find work?'

¬

(needs)

(text types/genres)

¯

I did

not

read

I read but I

did not

understand

I read and I

understood

little

I read and I

understood

almost all

I read and I

understood

all

¬

(skills)

job offers in newspapers,

magazines, or the Internet

information for job application

(for instance, which documents

to present, how to write the cv)

work contract

working hours

salary receipt

The goal was to reach a short, but comprehensive, survey. The final version of the survey consists of 24

questions: 12 sociodemographic questions and 12 questions encompassing reading needs, text types/genres

and reading skills.

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3. Survey dissemination

The survey was widely disseminated with the support of partners and peer institutions that work directly with

AL and VET centres.

In cooperation with Work Package 7 - Communication, dissemination and exploitation, the surveys were

announced in the project website (https://iread4skills.com/activities/#surveys;

https://iread4skills.com/fr/activites/; https://iread4skills.com/es/actividades/; https://iread4skills.com/pt-

pt/atividades/), as well as in the project social media (Facebook, LinkedIn, X, YouTube).

Furthermore, the dissemination of the survey was also supported by dedicated media explaining the project

objectives and calling for participation (3 specific videos concerning Survey 1 for FR, SP and PT (see

https://www.youtube.com/watch?v=3e-qWMvG5rM; https://www.youtube.com/watch?v=dy94cBCxhoc; and

https://www.youtube.com/watch?v=Xz5c3_hRC2c).

Regarding the partner institutions and AL and VET centres in Portugal, Spain, Belgium and France, we

prospected the engagement with the total of 210 AL and VET centres (around 70 per country) with a minimum

response of 50% (100 centres) with 25 individuals per centre, resulting in a wide range of profiles, with a

minimum of 2500 participants. This expected engagement was actually surpassed in numbers with the number

of total entities contacted being 620, as detailed in the numbers below. However, as it will be shown further

ahead, the deficit of response and participation of the majority of these centres meant that our results were

scarce. This was particularly evident in French-speaking countries (Belgium and France). The close contact

between stakeholders, and UNL and UAB during the construction of the survey granted a greater involvement

in the dissemination and consequent implementation of the survey, making this dissemination vehicle most

effective in Portugal and Spain.

Call for participation and for dissemination was also directed to stakeholders and related entities, namely:

A. For French:

Number of entities contacted since May 2023: 220

Positive responses received for collaboration on the IRead4Skills project: 13

National or regional networks/institutions:

Agence nationale de lutte contre l'illettrisme (FR)

Centre de ressources Illettrisme Analphabétisme, France (FR)

Réseau Alpha Ile-de-France (FR)

Training centres:

Savoirs pour Réussir Paris (FR)

EPFC (BE)

Welcome Babbelkot (BE)

Eyad ASBL (BE)

Greta-CFA Aquitaine (FR)

Individual teachers: 3 teachers from different associations

Editors/writers of material for our target audience:

Le Français pour adultes (FR)

Culture et Santé (BE)

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B. For Portuguese:

Number of entities contacted since May 2023: 350

Positive responses received for collaboration on the IRead4Skills project: 7

National or regional networks/institutions:

Programme for the International Assessment of Adult Competencies (PIAAC), OCDE

APCEP - Associação Portuguesa para a Cultura e Educação Permanente

Agência Nacional para a Qualificação e o Ensino Profissional

Training centres:

Qualifica Centres, through the MEC partner

Universidade Sénior de Lisboa

Universidade Sénior de Porto - Universidade Sénior Contemporânea

Universidade Sénior de Coimbra

The national network of Qualifica Centres consists of 303 centres, of which 34 are part of the IEFP's Directly

Managed Employment and Vocational Training Centres and 44 are part of Participated Management Centres.

For Spanish:

Number of entities contacted since May 2023: 50

Positive responses received for collaboration on the iRead4Skills project: 9

National or regional network:

FAEA (Federación de Asociaciones de Educación de personas Adultas)

Fundació Gentis

Training centres:

Centre d’adults Alzina (Cerdanyola, Barcelona)

Institut Formació Professional Sant Cugat (Barcelona)

Instituto Provincial de Educación Permanente (Jaén)

Escuela de Educación Técnica nº477 (Argentina)

Escuela de Educación Primaria para adultos “España” (Argentina)

Escuela de Educación Secundaria para adultos “Maestro Leiva” (Argentina)

Instituto de Educación Superior nº28 Olga Cossettini (Argentina)

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4. Participant profile

Based on the respondent’s answers, a profile of the participants in this survey can be made. This profile is

specific to the language/territory, as it is shown below. Due to the different response capacity of the

stakeholders in the target countries, only the Portuguese and Spanish results are considered for this purpose.

Portuguese survey:

Figure 3: Portuguese survey data summary

Based on 633 respondents who took the Portuguese version of the survey, the average participant of this

survey is a woman, aged 18-40 years, of Portuguese nationality and with Portuguese as native

language. Regarding the socioeconomic component, this participant lives in the urban area of Lisbon (Lisbon

and Setúbal), is employed, married and has children under her care. Furthermore, the participant has

completed basic schooling (4

th

grade) and considers herself to be healthy.

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Spanish survey:

Figure 4: Spanish survey data summary

With respect to the 192 respondents who took the Spanish version of the survey, the average participant of

this survey is a woman, aged 18-23 years, of Spanish nationality and with Spanish as native language.

In what concerns the socioeconomic aspect, this participant lives in the region of Catalonia, is a student,

single and does not have any children. The participant enrolled in a Vocation Educational Training

program and considers herself to be healthy.

5. Results

This section presents an analysis of the survey results, highlighting some relevant trends.

The results presented below are divided by language/survey, with a subsection focused on the results of the

Portuguese survey, and another on the results of the Spanish one. Due to the low number of respondents for

the French survey (8 respondents), the results of this survey will not be considered.

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5.1. Portuguese survey

In total, information from 637 respondents was collected. From these, 633 were included and analysed -

although not everyone has responded to all the survey’s questions. Considering that the number of responses

per question was statistically satisfactory, the survey was closed and considered complete.

Most of the respondents stated that they read to learn new things and, after that, to learn about the news.

In general, respondents like to read about current issues of society, and health and wellness.

Considering the reading skills and needs in all the categories inquired, the respondents stated the following:

I. Home – they do not read home-related texts (adverts in newspapers, magazines or on the

internet, information or adverts on posters, lease agreement and condominium regulations) or that

they read and understand everything.

II. Transport – they generally read and overall comprehend timetables, destinations and stops

on posters or billboards, but tend not to read or fully understand information about strikes

and disruptions in transport information.

III. Government – respondents usually read and fully understand all types of text except for

instructions for filling in taxes, which they also don’t read, when compared to the others.

IV. Shopping – they read and understand (a little or a lot) the information presented in products

packaging and labelling when shopping, and product and restaurant prices on posters, flyers,

leaflets or catalogues are normally read and fully understood as well.

V. Healthcare – texts related to healthcare issues (medical prescriptions, medicine leaflets and

packaging, information about health services, etc.) tend to be read and partly or fully

understood.

VI. Security – respondents claim that they usually read and fully understand posters with safety

measures. The other types of text in this category are either not read or read and fully

understood.

VII. Education – generally, there is not a significant difference between all the types of text in this category.

The most part of the respondents states that they read and fully understand these texts.

VIII. Professional – respondents state that they read and understand everything in all of these texts.

Texts in work schedule are the most read and the most fully understood.

IX. Cultural – in general, posters for movies, concerts and festivities are the most read and fully

understood by respondents, as opposed to their city’s cultural agenda which is the least read and

the least understood.

X. Entertainment – Newspapers/magazines together with novels/shorts stories are the most read

and totally understood answers by respondents. Dictionary and technical books are the ones

that are the least understood by respondents. Self-help books as well as theatre plays are the least

read.

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The following graphs present these data:

I. Why respondents read

II. What respondents like to read most (topics and genres)

0

50

100

150

200

250

300

350

400

To learn new things To learn about news For entertainment To solve daily problems Other

0 50 100 150 200 250 300

animals

sports

family

technology

romance and love

travel

culinary

society

history

life stories

health and wellness

current issues

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III. In which areas (home/transport/health) do respondents experience the most difficulties

a. Home

b. Transport

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

40,0%

45,0%

50,0%

Didn't read Read but

didn't

understand

Read and

understood a

little

Read and

understood a

lot

Read and

understood

everything

adverts in newspapers,

magazines or on the internet

information or adverts on

posters

lease agreement

condominium regulations

0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0%

Didn't read

Read but didn't understand

Read and understood a little

Read and understood a lot

Read and understood everything

informations on strikes and travel disruptions timetables, destinations and stops on posters, leaflets or billboards

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c. Government

d. Shopping

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

40,0%

45,0%

50,0%

Didn't read Read but

didn't

understand

Read and

understood

a little

Read and

understood

a lot

Read and

understood

everything

forms to ask request documents

and/or government assistance

(identity card, maternity leave,

etc)

government messages (hospitals,

city hall, alerts)

instructions for filling in taxes

notifications to pay taxes or fines

0,0% 20,0% 40,0% 60,0% 80,0%

product packaging, labeling

product or restaurant prices on

posters, flyers, leaflets or

catalogues

special offers or promotions

Read and understood

everything

Read and understood a

lot

Read and understood a

little

Read but didn't

understand

Didn't read

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e. Healthcare

f. Security

0,0%

10,0%

20,0%

30,0%

40,0%

50,0%

60,0%

70,0%

Didn't read Read but didn't

understand

Read and understood a

little

Read and understood a

lot

Read and understood

everything

medical prescriptions

medicine leaflets or packaging

health service messages (booking appointments and examinations, paying fees)

informations about health services or medical insurance in a leaflet or on the internet

health advice on posters (e.g. what to do in case of na heart attack)

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

40,0%

45,0%

50,0%

Didn't read Read but

didn't

understand

Read and

understood a

little

Read and

understood a

lot

Read and

understood

everything

posters or leaflets with safety

and preventive measures

instructions on how to file in a

formal complaint or claim

traffic tickets

car accident report

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g. Education

h. Professional issues

0,0% 20,0% 40,0% 60,0% 80,0% 100,0%

ads for kindergarden, school or

courses in newspapers, magazines

and on the internet

enrolment instructions

list of school classifications and

grading

teacher's comments and notes

Didn't read

Read but didn't

understand

Read and understood a

little

Read and understood a

lot

Read and understood

everything

0,0% 20,0% 40,0% 60,0% 80,0%

ads for jobs in newspapers,

magazines and on the internet

information to apply for a job

(which documents to have, how to

write a resumé)

employment contract

work schedule

payslip

Read and understood

everything

Read and understood a

lot

Read and understood a

little

Read but didn't

understand

Didn't read

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i. Culture

j. Entertainment

0,0% 20,0% 40,0% 60,0% 80,0%

ads for movies, series,

concerts and festivities in

newspapers, magazines or

on the Internet

posters for movies, concerts

and festivities

posters or newsletter for

the city's cultural agenda

Read and understood

everything

Read and understood

a lot

Read and understood

a little

Read but didn't

understand

Didn't read

0,0% 20,0% 40,0% 60,0% 80,0%

Others

novels or short stories

theatre plays

poetry or song's lyrics

dictionaries or technical books

comics

biographies

recipe books or gardening or…

self-help books

newspapers or magazines

Read and understood

everything

Read and understood a

lot

Read and understood a

little

Read but didn't

understand

Didn't read

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5.2. Spanish survey

In the Spanish case, a total of 192 respondents answered the survey. Like the Portuguese case, not all

respondents provided answers to all of the questions in the survey.

Most of the respondents declared that they read, firstly, to learn new things and, secondly, for

entertainment. Most of them like to read the most about the current issues, followed by texts about society.

Considering the reading skills and needs in all the categories inquired, the respondents stated the following.

I. Home – in general, the respondents don’t read home-related texts, except for information or

adverts on posters, which they usually understand everything about.

II. Transport – respondents usually read and understand everything in both texts regarding

information on strikes and texts with timetables, destinations and stops.

III. Government – usually, respondents don’t read texts in this category, with the exception of

government messages and forms to request documents, which they usually read and

understand, with the second being fully understood much more often than the first.

IV. Shopping – respondents don’t seem to show any problems comprehending these texts, reading and

understanding completely all of them, albeit with a decrease in comprehension levels when

concerning product packaging and labelling.

V. Healthcare – these texts are usually read and fully understood by respondents, with health service

messages standing out in this regard from the others. On the other hand, texts in medicine leaflets

and packaging are the least read and understood.

VI. Security – respondents reported that they rarely read traffic tickets followed by reports of car

accidents. On the contrary, posters with safety measures are often read and fully

understand.

VII. Education – usually, respondents read and understand everything in texts of this category, except

for educational ads which they either don’t read or have trouble fully understanding.

VIII. Professional – respondents state that they generally read and fully understand work schedules.

However, they show some slight difficulties in understanding payslips and are more likely to not

read the rest of the texts and, if they do, to have some difficulties understanding them.

IX. Cultural – generally, respondents read and fully understand posters for movies, concerts and

festivities as well as ads in newspapers, magazines and the Internet for these same events.

They report a bit more disinterest in reading their city’s cultural agenda or newsletter, as well

as completely understanding these texts.

X. Entertainment – respondents state that novels/short stories and newspapers/magazines are the

genres which they read and fully understand the most. They seem to have a bit more issues with

gardening and DIY manuals and even more difficulties with poetry and song’s lyrics and with

technical books. Lastly, they tend to not read self-help books.

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The following graphs better detail these data.

I. Why respondents read

II. What respondents like to read the most (topics and genres)

0

10

20

30

40

50

60

70

80

90

To learn new things For entertainment To learn about the

news

To solve daily

problems

Other

0 10 20 30 40 50 60

gardening

religion

biography

crimes and thrillers

animals

cars and motorcycles

politics and citizenship

family

fashion

culinary

society

current issues

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III. In which areas (home/transport/health) do respondents experience the most

difficulties

a. Home

b. Transport

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

40,0%

45,0%

50,0%

Didn't read Read but

didn't

understand

Read and

understood a

little

Read and

understood a

lot

Read and

understood

everything

adverts in newspapers,

magazines or on the

internet

information or adverts

on posters

lease agreement

condominium

regulations

0,0% 5,0% 10,0% 15,0% 20,0% 25,0% 30,0% 35,0% 40,0% 45,0% 50,0%

Didn't read

Read but didn't understand

Read and understood a little

Read and understood a lot

Read and understood everything

informations on strikes or travel disruptions timetables, destinations and stops on posters, leaflets or billboards

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c. Government

d. Shopping

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

Didn't read Read but didn't

understand

Read and

understood a

little

Read and

understood a lot

Read and

understood

everything

forms to ask request

documents and/or

government assistance

(identity card,

maternity leave, etc)

government messages

(hospitals, city hall,

alerts)

instructions for filling

in taxes

notifications to pay

taxes or fines

0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0%

product packaging, labeling

product or restaurant prices on posters,

flyers, leaflets or catalogues

special offers or promotions

Read and understood everything

Read and understood a lot

Read and understood a little

Read but didn't understand

Didn't read

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e. Healthcare

f. Security

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

40,0%

45,0%

50,0%

Didn't read Read but didn't

understand

Read and understood a

little

Read and understood a

lot

Read and understood

everything

medical prescriptions

medicine leaflets or packaging

health service messages (booking appointments and examinations, paying fees)

information about health services or medical insurance in a leaflet or on the Internet

health advice on posters (e.g. what to do in case of a heart attack)

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

40,0%

45,0%

Didn't read Read but didn't

understand

Read and

understood a

little

Read and

understood a

lot

Read and

understood

everything

posters or leaflets with

safety and preventive

measures

instructions on how to

file in a formal complaint

or claim

traffic tickets

car accident report

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g. Education

h. Professional issues

0,0% 20,0% 40,0% 60,0% 80,0% 100,0%

teacher's comments and notes

enrolment instructions

list of school classifications and

grading

ads for kindergarden, school or

courses in newspapers, magazines

and on the internet

Didn't read

Read but didn't

understand

Read and understood a

little

Read and understood a

lot

Read and understood

everything

0,0% 10,0% 20,0% 30,0% 40,0% 50,0%

ads for jobs in newspapers,

magazines and on the Internet

information to apply for a job

(which documents to have, how to

write a resumé)

employment contract

work schedule

payslip

Read and understood

everything

Read and understood a

lot

Read and understood a

little

Read but didn't

understand

Didn't read

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i. Culture

j. Entertainment

0,0% 20,0% 40,0% 60,0%

ads for movies, series, concerts and

festivities in newspapers,

magazines or on the Internet

posters for movies, concerts and

festivities

posters or newsletter for the city's

cultural agenda

Read and understood

everything

Read and understood a

lot

Read and understood a

little

Read but didn't

understand

Didn't read

0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0%

Others

novels or short stories

theatre plays

poetry or song's lyrics

dictionaries or technical books

comics

biographies

recipe books or gardening or…

self-help books

newspapers or magazines

Read and

understood

everything

Read and

understood a lot

Read and

understood a

little

Read but didn't

understand

Didn't read

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5.3. Trends

The data resulting from the survey’s responses were analysed with the purpose of highlighting some relevant

trends and statistically relevant connections between variables. These will mainly be focused on relating the

reading habits and reading skills with the socioeconomic characteristics of the respondents. As there are many

differences in the results of the Portuguese and the Spanish survey, these trends are presented separately for

each survey (for a direct comparison between Portuguese and Spanish surveys, cf. Appendix 1).

Portuguese survey:

The genres/topics most read by respondents varies according to their professional situation, as shown in the

table below.

Retired

%

Student

%

Employed

%

Works

from

Home

%

Unemployed

%

Genres

/

Topics

Culinary

62

Current

Issues

43

Current

Issues

67

Current

Issues

60

Current

Issues

49

History

50

History

33

Health and

Wellness

45

Culinary

36

Health and

Wellness

38

Although the most read topic (Current Issues) is stable among different categories, apart from Retired, the

second most read topic changes from category to category.

Regarding reading skills, an interesting trend is present amidst a certain age group. Individuals of 18 years old

are the ones that show the most difficulties understanding texts related to the Home category. This age group

in specific is the one that has the highest percentage of selection of the answer “Read but didn’t understand”,

in the Home category, in its four subcategories (38%, 29%, 13%, 29%), leading them to be the age group that

comprehends the least these texts.

When contrasting the answers from individuals with different kinds of health situations and their understanding

of texts associated with the Health domain, the data shows that individuals who are healthy (no health issues)

are the most likely to fully understand texts in this domain. On the other hand, individuals with health

complications (chronic, severe and light health issues) tend to not read these texts (40-50%).

Lastly, when analysing the responses from the individuals from the two most common regions in the survey –

Lisbon and the autonomous region of Madeira – the data shows contrasts between the two. The table below

shows these differences.

Lisbon

%

Madeira

%

Schooling

University degree

28

Basic school

38

Vocational Training

18

Secondary school

32

Most read topics

Current Issues

49

Current Issues

63

History

33

Health and Wellness

55

Society

31

Life Stories

38

Technology

28

Culinary

35

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The respondents from the region of Lisbon tend to have a higher schooling level than the ones from Madeira.

Concerning their reading preferences, apart for the same most read topic (Current Issues), respondents from

the region of Lisbon tend to read texts with the topics History, Society and Technology. On the other hand,

respondents from Madeira tend to have a lower schooling level and read texts regarding the topics of Health

and Wellness, Life stories and Culinary.

Spanish survey:

In the Spanish case, some trends can be highlighted. The genres/topics most read by respondents vary

according to their professional situation, as shown in the table below.

Retired

%

Student

%

Employed

%

Works

from

Home

%

Unemployed

%

Genres

/

Topics

Current

Issues

57

Sports

29

Current

issues

56

N/A

-

Current

issues

48

N/A

-

Travel

26

Health and

Wellness

38

N/A

-

Culinary

43

Just like in the Portuguese case, the most common topic read is Current Issues. The situation is more

heterogeneous when it comes to the second most read topic. Unlike the Portuguese case, some groups of

respondents present statistically insignificant results (marked N/A).

The data show that there is a distinct and specific purpose of reading for some age groups. The 18-30 age

group reads “to learn new things”, whereas the 31-45 age group reads “for entertainment”.

Lastly, groups with different schooling levels have specific reading topics. Individuals with Basic and Secondary

schooling as well as those with an university degree, all have the topic Current Issues as their most read.

However, individuals with a VET schooling level mostly read the topic Travelling.

5.4. Summary of results

The survey detailed here had the goal of exploring the needs and preferences related to the reading difficulties

of a low literacy population. Although the results for the French version of this survey were not sufficient and

were thus not considered in this report, some conclusions were reached regarding the Portuguese and Spanish

surveys.

Firstly, the profile of the Portuguese and Spanish participants share some sociodemographic similarities. In

both cases, the average participant was a woman, living in a large metropolitan urban area, with her mother

tongue being the language of the country she resides in. On the other hand, some important differences are

patent, such as the schooling level, which in Spanish case seems to be higher, and the age range, which in

Portugal tends to be much wider, encompassing older participants. This last indicator might ultimately be

connected to other significant contrasts between the respondents from both countries, like the Portuguese

respondents being married, employed and with children and the Spanish being single, students and with no

children.

Regarding the reading habits, the respondents from both countries seem to have very parallel reading

difficulties. Both populations read to learn new things and about current issues. However, reading for

entertainment seems to be more of the interest of the Spanish respondents. Moreover, a slight difference is

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also noticeable when it comes to reading difficulties towards texts in the government domain, with the Spanish

respondents declaring slightly more difficulties than the Portuguese ones.

When analysing some trends in the data, interesting conclusions were also inferred. Concerning the topic of

health, the tendency is for individuals who are healthy to better understand texts in this realm, whereas

individuals who have some health issues tend to not read these texts at all.

Interestingly, some sociodemographic information can also be interpreted. In the Portuguese case,

respondents from the Lisbon area, who have a higher schooling level, tend to read texts with the topics

History, Society and Technology, whereas respondents from Madeira, who have a lower schooling level, tend

to read texts regarding the topics of Health and Wellness, Life stories and Culinary. This association between

schooling level and favourite reading topics is also seen in the Spanish case, with individuals with a VET

schooling level being the only ones with Travelling as their preferred reading topic.

There are some sociodemographic contrasts between the Portuguese and Spanish respondents of this survey,

with the Spanish respondent’s profile being younger, more educated and spouseless, when compared to the

Portuguese. When it comes to the reading practices, respondents from both countries generally have the same

reading motivations (to learn new things), however their preferred topics/genres differ. Lastly, concerning the

respondent’s reading proficiency, in general, the Portuguese respondents are more likely to fully understand

texts when reading, regardless of their domain.

In sum, the results of the surveys allowed us to better inform text selection and data collection for training

and testing of the tools to be developed, while confirming the need for a robust complexity analysis system.

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APPENDIX I – Comparison between results

Why respondents read?

Portuguese survey

Spanish survey

0

50

100

150

200

250

300

350

400

To learn new

things

To learn about

news

For entertainment To solve daily

problems

Other

454

responses

0

20

40

60

80

100

To learn new

things

For

entertainment

To learn about

the news

To solve daily

problems

Other

135

responses

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What respondents like to read most (topics and genres)

Portuguese survey

Spanish survey

0 50 100 150 200 250 300

animals

family

romance and love

culinary

history

health and wellness

454

responses

0 10 20 30 40 50 60

gardening

biography

animals

politics and citizenship

fashion

society

135

responses

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In which areas (home/transport/health) do respondents experience the most

difficulties

Home:

Portuguese survey

Spanish survey

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

40,0%

45,0%

50,0%

Didn't read

Read but didn't understand

Read and understood a little

Read and understood a lot

Read and understood everything

adverts in newspapers,

magazines or on the

internet

information or adverts

on posters

lease agreement

condominium

regulations

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

40,0%

45,0%

50,0%

Didn't read Read but

didn't

understand

Read and

understood a

little

Read and

understood a

lot

Read and

understood

everything

adverts in

newspapers,

magazines or on

the internet

information or

adverts on

posters

lease agreement

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Transport:

Portuguese survey

Spanish survey

0,0% 10,0% 20,0% 30,0% 40,0% 50,0% 60,0%

Didn't read

Read but didn't understand

Read and understood a little

Read and understood a lot

Read and understood everything

informations on strikes and travel disruptions

timetables, destinations and stops on posters, leaflets or billboards

0,0% 10,0% 20,0% 30,0% 40,0% 50,0%

Didn't read

Read but didn't understand

Read and understood a little

Read and understood a lot

Read and understood everything

informations on strikes or travel disruptions

timetables, destinations and stops on posters, leaflets or billboards

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Government:

Portuguese survey

Spanish survey

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

40,0%

45,0%

50,0%

Didn't read

Read but didn't understand

Read and understood a little

Read and understood a lot

Read and understood everything

forms to ask request

documents and/or

government assistance

(identity card,

maternity leave, etc)

government messages

(hospitals, city hall,

alerts)

instructions for filling

in taxes

notifications to pay

taxes or fines

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

Didn't read Read but

didn't

understand

Read and

understood

a little

Read and

understood

a lot

Read and

understood

everything

forms to ask request

documents and/or

government assistance

(identity card,

maternity leave, etc)

government messages

(hospitals, city hall,

alerts)

instructions for filling in

taxes

notifications to pay

taxes or fines

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Shopping:

Portuguese survey

Spanish survey

0,0% 20,0% 40,0% 60,0% 80,0%

product packaging,

labeling

product or restaurant

prices on posters, flyers,

leaflets or catalogues

special offers or

promotions

Read and

understood

everything

Read and

understood a lot

Read and

understood a little

Read but didn't

understand

Didn't read

0,0% 20,0% 40,0% 60,0%

product packaging,

labeling

product or restaurant

prices on posters, flyers,

leaflets or catalogues

special offers or

promotions

Read and

understood

everything

Read and

understood a lot

Read and

understood a

little

Read but didn't

understand

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Healthcare:

Portuguese survey

Spanish survey

0,0%

10,0%

20,0%

30,0%

40,0%

50,0%

60,0%

70,0%

Didn't read Read but didn't

understand

Read and

understood a

little

Read and

understood a lot

Read and

understood

everything

medical prescriptions

medicine leaflets or packaging

health service messages (booking appointments and examinations, paying fees)

informations about health services or medical insurance in a leaflet or on the

internet

health advice on posters (e.g. what to do in case of na heart attack)

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

40,0%

45,0%

50,0%

Didn't read Read but didn't

understand

Read and

understood a

little

Read and

understood a lot

Read and

understood

everything

medical prescriptions

medicine leaflets or packaging

health service messages (booking appointments and examinations, paying fees)

information about health services or medical insurance in a leaflet or on the

Internet

health advice on posters (e.g. what to do in case of a heart attack)

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Security:

Portuguese survey

Spanish survey

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

40,0%

45,0%

50,0%

Didn't read

Read but didn't understand

Read and understood a little

Read and understood a lot

Read and understood everything

posters or leaflets

with safety and

preventive measures

instructions on how

to file in a formal

complaint or claim

traffic tickets

car accident report

0,0%

5,0%

10,0%

15,0%

20,0%

25,0%

30,0%

35,0%

40,0%

45,0%

Didn't read

Read but didn't understand

Read and understood a little

Read and understood a lot

Read and understood everything

posters or

leaflets with

safety and

preventive

measures

instructions on

how to file in a

formal complaint

or claim

traffic tickets

car accident

report

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Education:

Portuguese survey

Spanish survey

0,0% 20,0% 40,0% 60,0% 80,0% 100,0%

ads for kindergarden,

school or courses in

newspapers, magazines

and on the internet

enrolment instructions

list of school classifications

and grading

teacher's comments and

notes

Didn't read

Read but didn't

understand

Read and

understood a little

Read and

understood a lot

Read and

understood

everything

0,0% 50,0% 100,0%

teacher's comments

and notes

enrolment instructions

list of school

classifications and

grading

ads for kindergarden,

school or courses in

newspapers,…

Didn't read

Read but didn't

understand

Read and

understood a

little

Read and

understood a lot

Read and

understood

everything

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Professional issues:

Portuguese survey

Spanish survey

0,0% 20,0% 40,0% 60,0% 80,0%

ads for jobs in

newspapers, magazines

and on the internet

information to apply for a

job (which documents to

have, how to write a…

employment contract

work schedule

payslip

Read and

understood

everything

Read and

understood a lot

Read and

understood a

little

Read but didn't

understand

Didn't read

0,0% 20,0% 40,0% 60,0%

ads for jobs in

newspapers, magazines

and on the Internet

information to apply for

a job (which documents

to have, how to write…

employment contract

work schedule

payslip

Read and

understood

everything

Read and

understood a

lot

Read and

understood a

little

Read but

didn't

understand

Didn't read

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Culture:

Portuguese survey

Spanish survey

0,0% 20,0% 40,0% 60,0% 80,0%

ads for movies,

series, concerts and

festivities in

newspapers,

magazines or on

the Internet

posters for movies,

concerts and

festivities

posters or

newsletter for the

city's cultural

agenda

Read and

understood

everything

Read and

understood a

lot

Read and

understood a

little

Read but didn't

understand

Didn't read

0,0% 20,0% 40,0% 60,0%

ads for movies, series,

concerts and festivities in

newspapers, magazines

or on the Internet

posters for movies,

concerts and festivities

posters or newsletter for

the city's cultural agenda

Read and

understood

everything

Read and

understood a lot

Read and

understood a

little

Read but didn't

understand

Didn't read

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Entertainment:

Portuguese survey

Spanish survey

0,0% 20,0% 40,0% 60,0% 80,0%

Others

novels or short stories

theatre plays

poetry or song's lyrics

dictionaries or…

comics

biographies

recipe books or…

self-help books

newspapers or…

Read and

understood

everything

Read and

understood a

lot

Read and

understood a

little

Read but didn't

understand

Didn't read

0,0% 20,0% 40,0% 60,0%

Others

novels or short stories

theatre plays

poetry or song's lyrics

dictionaries or…

comics

biographies

recipe books or…

self-help books

newspapers or…

Read and

understood

everything

Read and

understood

a lot

Read and

understood

a little

Read but

didn't

understand

Didn't read

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APPENDIX II - Portuguese survey

Reading skills and needs - survey 1 - PT -

Sept2023

Start of Block: Formulário de consentimento

Bem-vindo

Bem-vindo à pesquisa do projeto iRead4Skills!

(Para ouvir as perguntas, clique neste triângulo ► ).

Por favor, responda às perguntas abaixo com sinceridade e honestidade. As suas respostas são muito

importantes para nós.

A equipa do projeto iRead4Skills agradece antecipadamente a sua participação!

Título do projeto: iRead4Skills - Intelligent Reading Improvement System for Fundamental and Transversal

Skills Development [101094837]

Investigadora principal: Raquel Amaro (raquelamaro@fcsh.unl.pt)

Saber mais

Pode saber mais antes de participar neste inquérito.

o Quero saber mais. (4)

o Não quero saber mais. (5)

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Display This Question:

If Pode saber mais antes de participar neste inquérito. = Quero saber mais.

Introdução

Informação para participantes Projeto: iRead4Skills – Intelligent Reading Improvement System for

Fundamental and Transversal Skills Development (data de início: março de 2023; data de final: fevereiro de

2026)

Coordenadora: Raquel Amaro (Universidade NOVA de Lisboa, Portugal) Por favor, considere a informação

seguinte com atenção antes de decidir participar neste inquérito. 1. Este projeto tem como objetivo

promover o desenvolvimento das competências de leitura através de um sistema de leitura inteligente que

avalia a complexidade dos textos e sugere leituras adequadas ao leitor, que pode também ser usado por

formadores na criação ou adaptação de textos. O projeto também visa compreender melhor a relação entre

a melhoria das competências de leitura e outras competências, como operações com números, utilização de

computadores, competências técnicas, comunicação, trabalho em equipa, atendimento ao cliente, resolução

de problemas, entre outros, e aspetos como motivação, cidadania e bem-estar. Como utilizador direto do

sistema, as suas opiniões são fundamentais para o desenvolvimento eficiente e bem-sucedido do projeto.

2. A participação neste inquérito envolve responder a várias perguntas sobre atividades de leitura e

dificuldades.

3. Os dados pessoais recolhidos e tratados são apenas aqueles que são precisos para cumprirmos os

objetivos do projeto. Isto inclui, por exemplo, a publicação de artigos em revistas científicas e a

apresentação de resultados e relatórios do projeto. Serão tomadas todas as medidas razoáveis para proteger

os dados de participantes no inquérito nessas publicações.

4. Não serão pedidos documentos ou números de documentos de identificação. A sua resposta ao inquérito

será automaticamente anonimizada pela plataforma de inquéritos. Será pedido que indique as seguintes

informações: Idade; género; área de residência; nacionalidade; país de origem; situação e composição

familiar; situação de emprego; saúde; escolaridade; conhecimento de línguas; atividades de leitura; prática e

nível de leitura. Esta informação pessoal é necessária para assegurar que indicado para participar neste

inquérito e para perceber se há relação entre situações específicas e preferências ou necessidades de

leitura. Só podemos recolher e tratar as informações que nos dê neste inquérito se nos der o seu

consentimento, baseado nestas informações.

5. A sua participação é voluntária. É livre de decidir se quer participar no inquérito ou não. Pode parar a sua

participação no inquérito em qualquer altura, sem consequências. Para parar a sua participação, por favor

informe-nos do seu desejo nas 4 semanas seguintes a ter respondido ao inquérito. Envie-nos um email para

iread4skills@fcsh.unl.pt ou raquelamaro@fcsh.unl.pt e indique-nos o seu Response ID, um número gerado

automaticamente pela plataforma de inquéritos. Pode ser difícil ou mesmo impossível retirar as respostas de

um inquérito específico depois de estas estarem guardadas juntamente com as respostas de outros

participantes.

6. Após a resposta ao inquérito, só a Coordenadora do Projeto e a equipa envolvida nos Módulos de

Trabalho 2 e 3 do projeto terão acesso às suas respostas.

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7. Pode exercer os seus direitos à proteção de dados em qualquer altura. Tem o direito a:

- pedir informação relativa ao tratamento de dados pessoais;

- corrigir ou apagar os seus dados;

- retirar o seu consentimento;

- opor-se a atividades de tratamento de dados; entre outros direitos estabelecidos na legislação sobre

proteção de dados.

Pode exercer os seus direitos contactando Raquel Amaro (contacto: raquelamaro@fcsh.unl.pt) e indicando

o seu Response ID, número gerado automaticamente pela plataforma de inquéritos. Por favor, note que, em

alguns casos (por exemplo, devido a requisitos legais ou técnicos), o seu pedido pode não ser atendido. Em

qualquer caso, receberá sempre informação relativa às medidas tomadas para a proteção dos seus dados no

prazo de um mês após submeter o seu pedido. Tem sempre o direito de apresentar uma queixa junto da

Comissão Nacional de Proteção de Dados (http://www.cnpd.pt/). Os contactos destas autoridades na Europa

podem ser consultados em https://edpb.europa.eu/about-edpb/about-edpb/members_pt.

8. Se tiver alguma dúvida, preocupação ou reclamação relativa à sua participação no inquérito, por favor,

contacte Raquel Amaro (contacto: raquelamaro@fcsh.unl.pt).

Muito obrigada por considerar participar neste inquérito!

Este projeto é financiado pela Comissão Europeia, Programa HORIZON-CL2-2022-TRANSFORMATIONS-01-07

(ref. 101094837) e esta documentação foi analisada e aprovada pela Comissão de Ética para a Investigação

da Faculdade de Ciências Sociais e Humanas da Universidade Nova de Lisboa, Portugal

(comissaoetica@fcsh.unl.pt).

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Page Break

Display This Question:

If Pode saber mais antes de participar neste inquérito. = Não quero saber mais.

Q30 Confirmo que compreendi as informações acerca do projeto dadas acima e que tive oportunidade de

esclarecer todas as dúvidas ou preocupações.

o Sim, confirmo. (1)

Q31 Compreendo que a minha participação é voluntária e que sou livre para desistir a qualquer momento no

prazo de 4 semanas após minha participação, indicando o meu Response ID (número gerado

automaticamente pela plataforma de inquéritos). Se desistir nas 4 semanas após a minha participação, os

meus dados serão removidos do projeto.

o Sim, compreendo. (1)

Q32 Compreendo que as informações que eu forneça podem ser usadas pela equipa do projeto em

relatórios, artigos científicos e comunicações. Compreendo que meus dados pessoais serão

automaticamente anonimizados e serão guardados numa plataforma segura. Os dados tratados poderão ser

reutilizados para investigação no futuro. Compreendo ainda que serão tomadas todas as medidas razoáveis

para proteger os meus dados.

o Sim, compreendo. (1)

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Q33 Compreendo que o meu nome não aparecerá em nenhum relatório, artigo ou apresentação sem a

minha permissão.

o Sim, compreendo. (1)

Q34 Concordo em participar neste inquérito.

o Sim, concordo. (1)

End of Block: Formulário de consentimento

Start of Block: Questões socioeconômicas

Q1 Que idade tem? Selecione uma opção da lista.

▼ 18 (1) ... Não quero responder (84)

Q2 Qual o seu género?

o mulher (1)

o homem (2)

o não binário (3)

o Não quero responder. (4)

Page Break

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Q3 Vive em que distrito?

o Aveiro (1)

o Beja (2)

o Braga (3)

o Bragança (4)

o Castelo Branco (5)

o Coimbra (6)

o Évora (7)

o Faro (8)

o Guarda (9)

o Leiria (22)

o Lisboa (10)

o Portalegre (11)

o Porto (12)

o Santarém (13)

o Setúbal (14)

o Viana do Castelo (15)

o Vila Real (16)

o Viseu (17)

o Arquipélago dos Açores (18)

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o Arquipélago da Madeira (19)

o Não quero responder. (20)

Q4 Nasceu em que país?

o Portugal (1)

o Angola (196)

o Brasil (197)

o Cabo Verde (198)

o Espanha (199)

o Guiné-Bissau (200)

o Moçambique (201)

o São Tomé e Príncipe (202)

o Outro, diga-nos qual: (203) __________________________________________________

o Não quero responder. (206)

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Q5 Que nacionalidade tem? Pode escolher várias opções.

▢ portuguesa (1)

▢ angolana (198)

▢ brasileira (199)

▢ cabo verdiana (200)

▢ espanhola (201)

▢ guineense (202)

▢ moçambicana (203)

▢ são-tomense (204)

▢ Outra, diga-nos qual: (205) __________________________________________________

▢ Não quero responder. (206)

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Q6 Que estado civil tem?

o casado/casada ou em união de facto (1)

o divorciado/divorciada, separado/separada (2)

o solteiro/solteira (3)

o Não quero responder. (5)

Q7 Que pessoas tem a seu cargo? Pode escolher várias opções.

▢ nenhuma (1)

▢ filhos ou filhas (2)

▢ netos ou netas (3)

▢ sobrinhos ou sobrinhas (4)

▢ pai, mãe ou ambos (5)

▢ tios ou tias (6)

▢ avós (7)

▢ Não quero responder. (8)

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Q8 Qual é a sua situação atual? Pode escolher várias opções.

▢ Tenho uma atividade profissional paga. (1)

▢ Trabalho em casa. (2)

▢ Estou no desemprego ou à procura de emprego. (3)

▢ Estou na reforma. (4)

▢ Estou a estudar. (5)

▢ Não quero responder. (6)

Q9 Como está de saúde?

o Sou muito saudável. (1)

o Tenho pequenos problemas de saúde, pouco importantes. (2)

o Tenho doenças ou condições de saúde crónicas. (3)

o Tenho problemas de saúde graves. (4)

o Não quero responder. (5)

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Q10 Qual é a sua escolaridade?

o Não completei o ensino básico. (1)

o Completei o ensino básico. (2)

o Completei o ensino secundário. (3)

o Tenho um curso profissional. (4)

o Tenho uma licenciatura. (5)

o Não quero responder. (7)

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Q11 Em criança, até aos seus 5 anos, que língua ou línguas falava habitualmente em casa? Pode escolher

várias opções.

▢ português (1)

▢ crioulo (2)

▢ francês (3)

▢ espanhol (5)

▢ alemão (7)

▢ inglês (4)

▢ italiano (6)

▢ Outras. Diga-nos quais: (9) __________________________________________________

▢ Não quero responder. (8)

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Q12 E hoje em dia, que língua ou línguas fala habitualmente? Pode escolher várias opções.

▢ português (1)

▢ crioulo (2)

▢ francês (3)

▢ espanhol (5)

▢ alemão (9)

▢ inglês (4)

▢ italiano (6)

▢ Outras. Diga-nos quais: (7) __________________________________________________

▢ Não quero responder. (8)

End of Block: Questões socioeconômicas

Start of Block: Questões sobre a leitura

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Q13 Porque é que lê? Pode escolher várias opções.

▢ Para aprender coisas novas. (1)

▢ Para saber as notícias. (2)

▢ Para me entreter. (3)

▢ Para resolver problemas do dia a dia. (4)

▢ Para outras coisas. Diga-nos para quê: (5)

__________________________________________________

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Q14 Quando lê, quais são os seus assuntos preferidos? Pode escolher várias opções.

▢ atualidade (1)

▢ desporto (2)

▢ política e cidadania (3)

▢ sociedade (4)

▢ tecnologia (5)

▢ economia e negócios (6)

▢ família (7)

▢ arte (8)

▢ ciência (9)

▢ viagens (10)

▢ história (11)

▢ saúde e bem-estar (12)

▢ religião (13)

▢ romance e amor (14)

▢ histórias de vida (15)

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▢ histórias policiais e crimes (16)

▢ banda desenhada (17)

▢ jardinagem (18)

▢ culinária (19)

▢ moda (20)

▢ automóveis e motas (21)

▢ animais (22)

▢ Outros assuntos. Diga-nos o quê: (23)

__________________________________________________

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Q15 Já precisou de ler este tipo de textos para encontrar casa ou quarto?

Não li. (1)

Li mas não

compreendi. (2)

Li e compreendi

pouco. (3)

Li e compreendi

quase tudo. (4)

Li e compreendi

tudo. (5)

anúncios em

jornais, revistas ou

na Internet (1)

o

informações ou

anúncios em

cartazes (2)

o

contrato de

arrendamento (3)

o

regulamento do

condomínio (4)

o

Q16 Já precisou de ler este tipo de textos para utilizar transportes (autocarro, comboio, metro)?

Não li. (1)

Li mas não

compreendi. (2)

Li e compreendi

pouco. (3)

Li e compreendi

quase tudo. (6)

Li e compreendi

tudo. (7)

horários,

destinos e

paragens em

cartazes,

panfletos ou

painéis (1)

o

informações

sobre greves ou

interrupção de

viagens (3)

o

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Q17 Já precisou de ler este tipo de textos para tratar de assuntos numa repartição pública?

Não li. (1)

Li mas não

compreendi. (2)

Li e compreendi

pouco. (3)

Li e compreendi

quase tudo. (4)

Li e compreendi

tudo. (5)

formulários para

obter documentos

ou para pedir

assistência (por

exemplo: cartão

do cidadão,

licença de

maternidade,

subsídio de

desemprego) (5)

o

mensagens de

serviços públicos

(por exemplo,

centro de saúde,

câmara municipal,

proteção

civil) (10)

o

instruções para

tratar dos seus

impostos (11)

o

notificações para

pagar os impostos

ou multas (12)

o

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Q18 Já precisou de ler este tipo de textos para fazer compras?

Não li. (1)

Li mas não

compreendi. (2)

Li e compreendi

pouco. (3)

Li e compreendi

quase tudo. (4)

Li e compreendi

tudo. (11)

embalagem,

etiqueta ou

rótulo de

produtos (1)

o

preçários de

produtos ou

restaurantes em

cartazes,

panfletos,

folhetos ou

catálogos (2)

o

ofertas especiais

ou

promoções (3)

o

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Q19 Já precisou de ler este tipo de textos para obter cuidados de saúde?

Não li. (1)

Li mas não

compreendi. (2)

Li e compreendi

pouco. (3)

Li e compreendi

quase tudo. (4)

Li e compreendi

tudo. (5)

receitas

médicas (1)

o

bulas ou

embalagens dos

medicamentos (2)

o

mensagens dos

serviços de saúde

(por exemplo,

marcação de

consultas e exames,

pagamento de

taxas) (3)

o

informações sobre

serviços ou seguros

de saúde em

folhetos ou na

Internet (4)

o

recomendações

sobre saúde em

cartazes (por

exemplo, o que

fazer em caso de

ataque

cardíaco) (5)

o

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Q20 Já precisou de ler este tipo de textos para se informar sobre segurança?

Não li. (1)

Li mas não

compreendi. (2)

Li e compreendi

pouco. (3)

Li e compreendi

quase tudo. (4)

Li e compreendi

tudo. (5)

cartazes ou

folhetos sobre

conselhos de

prevenção e

segurança (1)

o

instruções para

fazer uma

queixa ou uma

denúncia (2)

o

multas de

trânsito (3)

o

declaração

amigável de

acidente de

automóvel (4)

o

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Q21 Já precisou de ler este tipo de textos para se informar sobre escolas ou formação?

Não li. (1)

Li mas não

compreendi. (2)

Li e compreendi

pouco. (3)

Li e compreendi

quase tudo. (4)

Li e compreendi

tudo. (5)

anúncios de

creches, escolas ou

cursos em jornais,

revistas ou na

Internet (1)

o

instruções para

matrículas (2)

o

pauta de notas ou

classificações (4)

o

comentários dos

professores (5)

o

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Q22 Já precisou de ler este tipo de textos para assuntos de trabalho?

Não li. (1)

Li mas não

compreendi. (2)

Li e compreendi

pouco. (3)

Li e compreendi

quase tudo. (4)

Li e compreendi

tudo. (5)

anúncios de

emprego em

jornais, revistas

ou na

Internet (1)

o

informações para

se candidatar a

um emprego (por

exemplo, que

documentos

apresentar, como

escrever o

currículo) (2)

o

contrato de

trabalho (3)

o

horário de

trabalho (4)

o

recibo de

vencimento (5)

o

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Q23 Já precisou de ler este tipo de textos para se informar sobre espetáculos ou acontecimentos culturais?

Não li. (1)

Li mas não

compreendi. (2)

Li e compreendi

pouco. (3)

Li e compreendi

quase tudo. (4)

Li e compreendi

tudo. (5)

anúncios de

filmes, séries,

concertos ou

festas populares

em jornais,

revistas ou na

Internet (1)

o

cartazes de

filmes,

concertos ou

festas

populares (2)

o

agenda cultural

da câmara no

boletim

municipal ou

cartazes (3)

o

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Q24 Já leu este tipo de textos para se entreter?

Não li. (1)

Li mas não

compreendi. (2)

Li e compreendi

pouco. (6)

Li e compreendi

quase tudo. (4)

Li e compreendi

tudo. (5)

jornais ou

revistas (1)

o

romances, contos

ou novelas (2)

o

peças de

teatro (8)

o

poesia ou letras de

canções (6)

o

dicionários ou

livros

técnicos (3)

o

bandas

desenhadas (5)

o

biografias ou

testemunhos (7)

o

livros de receitas

ou manuais de

jardinagem ou

bricolage (4)

o

livros de

autoajuda (10)

o

Outro. Diga-nos

qual: (11)

o

End of Block: Questões sobre a leitura

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APPENDIX III - Spanish survey

Reading skills and needs - survey 1 - ES -

Sept2023

Start of Block: Formulário de consentimento

Q28

¡Bienvenido, bienvenida a la encuesta sobre el proyecto iRead4Skills!

Gracias por contestar las siguientes preguntas con sinceridad y honestidad. Sus respuestas son muy

importantes para nosotros.

¡El equipo del proyecto iRead4Skills le agradece de antemano su participación!

Título del proyecto: iRead4Skills - Intelligent Reading Improvement System for Fundamental and Transversal

Skills Development [101094837]

Investigadora principal: Raquel Amaro

Responsable de la investigación para el español: Xavier Blanco Escoda

Contacto: xavier.blanco@uab.cat

Q32

Puede obtener más información antes de participar en esta encuesta.

o Quiero saber más. (1)

o No quiero saber más. (2)

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Display This Question:

If Puede obtener más información antes de participar en esta encuesta. = Quiero saber más.

Introdução

ENCUESTA SOBRE LAS NECESIDADES Y COMPETENCIAS EN LECTURA VERSIÓN EN ESPAÑOL

Información para los participantes Proyecto: iRead4Skills – Intelligent Reading Improvement System for

Fundamental and Transversal Skills Development (fecha de inicio: marzo de 2023; fecha de finalización:

febrero de 2026) Coordinadora: Raquel Amaro (Universidad NOVA Lisboa, Portugal)

Atención: lea atentamente las informaciones siguientes antes de decidir si participa en la encuesta

1. El proyecto se propone promover el desarrollo de competencias de lectura por medio de un sistema de

lectura inteligente que evalúa la complejidad de textos y sugiere lecturas apropiadas para el usuario y que

también puede ser utilizado por formadores en la creación y adaptación de textos. El proyecto se propone

igualmente entender mejor la relación entre la mejora de las habilidades lectoras y otras competencias,

como las operaciones numéricas, las habilidades informáticas, las habilidades técnicas, las habilidades

comunicativas, de trabajo en equipo, de atención al cliente, de resolución de problemas, etc., y aspectos

como la motivación, ciudadanía y bienestar.

Su opinión como usuario directo del Sistema es fundamental para la eficacia y el éxito del proyecto.

2. La participación en esta encuesta implica responder varias preguntas sobre actividades y dificultades de

lectura.

3. Los datos personales recogidos y tratados serán exclusivamente los requeridos para los objetivos del

proyecto, lo que incluye, por ejemplo, artículos en revistas científicas, la presentación de los resultados del

proyecto e informes. En esas publicaciones, se tomarán todas las medidas razonables para la protección de

los datos de los participantes en la encuesta.

4. No se pedirá ningún documento o número de identificación. Su respuesta quedará automáticamente

anonimizada en la plataforma de la encuesta. Se le pedirán los datos siguientes: Edad; zona de residencia;

nacionalidad; país de origen; género; situación y composición familiar; situación laboral y estado de salud;

nivel de educación; conocimiento de lenguas; lecturas; práctica y nivel de lectura. Esta información personal

resulta necesaria para asegurarnos de que tiene usted el perfil adecuado para participar en la encuesta, así

como para entender las relaciones entre situaciones específicas y preferencias o necesidades de lectura.

Haremos acopio y trataremos los datos que proporcione en esta encuesta solo si nos da su consentimiento a

partir de esta información.

5. Su participación es voluntaria. Tiene usted plena libertad de decidir si quiere participar o no en esta

encuesta. Puede interrumpir su participación en la encuesta en cualquier momento sin consecuencias. Para

interrumpir su participación, le rogamos que nos manifieste su intención durante las 4 semanas siguientes a

la realización de la encuesta. Le rogamos que nos envíe un correo electrónico a iread4skills@fcsh.unl.pt o

araquelamaro@fcsh.unl.pt indicando su Response ID, un número automáticamente generado por la

plataforma de la encuesta. Puede ser difícil o incluso imposible retirar las respuestas a una encuesta

específica una vez almacenadas junto con las respuestas de otros participantes.

6. Una vez que haya respondido a la encuesta, sólo tendrán acceso a los datos que haya facilitado la

Coordinadora del Proyecto y los equipos del proyecto iRead4Skills que se ocupan de los Módulos de Trabajo

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2 y 3.

7. Puede usted ejercer sus derechos de protección de datos en cualquier momento. Tiene derecho a: - pedir

más información sobre el tratamiento de los datos personales; - rectificar y/o borrar sus datos; - retirar su

consentimiento; - oponerse a actividades de tratamiento de datos, entre otros derechos previstos en la

legislación de protección de datos. Puede ejercer sus derechos poniéndose en contacto con Raquel Amaro

(contacto: raquelamaro@fcsh.unl.pt) indicando su Response ID, generado por la plataforma de la encuesta.

Tenga en cuenta, sin embargo, que en algunos casos (por ejemplo, debido a requisitos legales o técnicos), su

petición puede no ser atendida. En cualquier caso, siempre recibirá información sobre las medidas tomadas

en el plazo de un mes a partir del momento en que presentó su petición. Tendrá siempre el derecho de

presentar una queja a la Agencia de Protección de Datos de su país. Se pueden consultar los contactos de

esas instituciones en Europa en https://edpb.europa.eu/about-edpb/about-edpb/members_en .

8. En caso de duda, inquietud o reclamación en lo que respecta a su participación en la encuesta, le rogamos

que se ponga en contacto con Raquel Amaro (contacto: raquelamaro@fcsh.unl.pt). ¡Muchas gracias por

considerar que puede participar en la encuesta!

Este proyecto está financiado por la Comisión Europea, programa HORIZON-CL2-2022-

TRANSFORMATIONS-01-07 (ref. 101094837) y esta documentación ha sido analizada y aprobada por el

Comité de Ética en la Investigación de la Facultad de Ciencias Sociales y Humanidades de la Universidad

NOVA de Lisboa, Portugal (comissaoetica@fcsh.unl.pt).

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Q30 Confirmo que he entendido las informaciones sobre la encuesta, que figuran más arriba, y que he

tenido la oportunidad y los medios de aclarar cualquier duda o inquietud.

o Sí, lo confirmo. (1)

Q31 Entiendo que mi participación en la encuesta es voluntaria y que soy libre de interrumpir mi

participación sin ninguna justificación por mi parte, en cualquier momento, dentro de las 4 semanas

posteriores a la realización de la encuesta indicando mi Response ID.

Al informar de mi decisión dentro de las 4 semanas posteriores a la realización de la encuesta, se eliminarán

todos mis datos.

o Sí, lo entiendo. (1)

Q32 Entiendo que cualquier información que yo proporcione puede utilizarse en futuros informes, artículos

científicos y universitarios y comunicaciones por el equipo del proyecto. Entiendo que mis datos personales

se anonimizarán y almacenarán en una plataforma segura. Los datos compilados se podrán reutilizar para

otros objetivos de investigación. Además, entiendo que se tomarán todas las medidas razonables para

proteger mis datos.

o Sí, lo entiendo. (1)

Q33 Entiendo que mi nombre no aparecerá en ningún informe, documento o presentación sin mi

consentimiento.

o Sí, lo entiendo. (1)

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Q34 Acepto participar en esta encuesta.

o Sí, acepto. (1)

End of Block: Formulário de consentimento

Start of Block: Questions socio-économiques

Q1 ¿Qué edad tiene? Seleccione una opción de la lista.

▼ 18 (1) ... No contesta. (84)

Q2 ¿Cuál es su género?

o mujer (1)

o varón (2)

o no binario (3)

o no contesta (4)

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Q3 ¿En qué localidad vive?

▢ En: (22) __________________________________________________

▢ no contesta (1)

Q4 ¿En qué país nació?

o En: (207) __________________________________________________

o no contesta (1)

Q5 ¿Cuál es su nacionalidad?

o Es: (207) __________________________________________________

o no contesta (1)

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Q6 ¿Cuál es su estado civil?

o casada/casado o pareja de hecho (1)

o divorciada/divorciado o separada/separado (2)

o soltera/soltero (3)

o no contesta (5)

Q7 ¿Qué personas tiene a su cargo?

▢ ninguna (1)

▢ hijos o hijas (2)

▢ nietos o nietas (3)

▢ sobrinos o sobrinas (4)

▢ madre, padre o los dos (5)

▢ tíos o tías (6)

▢ abuelos (7)

▢ no contesta (8)

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Q8 ¿Cuál es su situación laboral actual?

▢ tengo una actividad profesional remunerada (1)

▢ trabajo en casa (2)

▢ estoy desempleado /desempleada o buscando un empleo (3)

▢ estoy jubilado / jubilada (4)

▢ estoy estudiando (5)

▢ no contesta (6)

Q9 ¿Cuál es su estado de salud?

o tengo muy buena salud (1)

o tengo algún problema de salud, pero poco importante (2)

o tengo dolencias o problemas de salud crónicos (3)

o tengo graves problemas de salud (4)

o no contesta (5)

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Q10 ¿Cuál es su nivel de formación? Seleccione una opción de la lista.

o enseñanza primaria (1)

o enseñanza secundaria obligatoria (2)

o formación profesional (3)

o bachillerato (4)

o no contesta (7)

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Q11 Durante su infancia, hacia los 5 años, ¿qué lengua o lenguas hablaba habitualmente en casa?

▢ Portugués (1)

▢ Criollo (2)

▢ Francés (3)

▢ Español (5)

▢ Alemán (7)

▢ Inglés (4)

▢ Italiano (6)

▢ Otras: (9) __________________________________________________

▢ no contesta (8)

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Q12 Y en la actualidad, ¿qué lengua o lenguas habla habitualmente?

▢ Portugués (1)

▢ Criollo (2)

▢ Francés (3)

▢ Español (5)

▢ Alemán (7)

▢ Inglés (4)

▢ Italiano (6)

▢ Otras: (9) __________________________________________________

▢ no contesta (8)

End of Block: Questions socio-économiques

Start of Block: sobre la lectura

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Q13 ¿Para qué lee?

▢ Para aprender cosas nuevas (1)

▢ Para seguir la actualidad (2)

▢ Para entretenerme (3)

▢ Para actividades del día a día (autobús, compras, etc.) (4)

▢ Por otra razón (5) __________________________________________________

Q14 Cuando lee, ¿cuáles son sus asuntos preferidos?

▢ actualidad (1)

▢ deporte (2)

▢ política y ciudadanía (3)

▢ sociedad (4)

▢ tecnología (5)

▢ economía y negocios (6)

▢ familia (7)

▢ arte (8)

▢ ciencias (9)

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▢ viajes (10)

▢ historia (11)

▢ salud y bienestar (12)

▢ religión (13)

▢ vida amorosa (14)

▢ biografías (15)

▢ relatos policíacos o de crímenes (16)

▢ tebeos (17)

▢ jardinería (18)

▢ cocina (19)

▢ moda (20)

▢ automóviles y motos (21)

▢ animales (22)

▢ otros asuntos: (23) __________________________________________________

▢ no contesta (24)

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Q15 ¿Alguna vez ha tenido que leer este tipo de textos para encontrar un alojamiento o una habitación?

No lo he leído

(1)

Lo he leído,

pero no lo he

entendido (2)

He entendido

sólo alguna

parte (3)

Lo he entendido

casi todo (4)

Lo he entendido

todo (5)

anuncios en el

periódico o en

Internet (1)

o

publicidad en un

cartel (2)

o

un contrato de

arrendamiento (3)

o

el reglamento de

una comunidad de

vecinos (4)

o

Q16 ¿Alguna vez ha tenido que leer este tipo de textos para utilizar los transportes (autobús, tren, metro)?

No lo he leído

(1)

Lo he leído, pero

no lo he

entendido (2)

He entendido

sólo alguna

parte (3)

Lo he entendido

casi todo (4)

Lo he entendido

todo (5)

horarios, destinos

o paradas en

carteles, folletos

o paneles de

información (1)

o

Informaciones

sobre huelgas o

alteraciones del

servicio de

transporte (3)

o

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Q17 ¿Alguna vez ha tenido que leer este tipo de textos para hacer gestiones administrativas?

No lo he leído

(1)

Lo he leído,

pero no lo he

entendido (2)

He entendido

sólo alguna

parte (3)

Lo he entendido

casi todo (4)

Lo he entendido

todo (5)

un mensaje de los

servicios públicos

(por ej.: centro de

salud, centro

educativo,

ayuntamiento) (5)

o

un formulario para

obtener

documentos o

ayudas (por ej.:

tarjeta de

residencia, baja por

maternidad,

subsidio de

desempleo) (1)

o

instrucciones sobre

sus impuestos (2)

o

notificaciones para

el pago de

impuestos o

multas (6)

o

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Q18 ¿Alguna vez ha tenido que leer este tipo de textos para hacer compras?

No lo he leído

(1)

Lo he leído, pero

no lo he

entendido (2)

He entendido

sólo alguna

parte (3)

Lo he entendido

casi todo (4)

Lo he entendido

todo (10)

un embalaje, una

etiqueta o un

rótulo de

productos (1)

o

precios de

productos en

catálogos, en

folletos o en

Internet (2)

o

ofertas especiales

y

promociones (3)

o

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Q19 ¿Alguna vez ha tenido que leer este tipo de textos para cuestiones de salud?

No lo he leído

(1)

Lo he leído,

pero no lo he

entendido (2)

He entendido

sólo alguna

parte (3)

Lo he entendido

casi todo (4)

Lo he entendido

todo (5)

receta, prescripción

médica (1)

o

prospecto o envase

de

medicamentos (2)

o

mensaje de los

servicios sanitarios

(por ej.: cita,

pruebas médicas,

pago de

gastos) (3)

o

informaciones sobre

los servicios

sanitarios o de

seguros médicos en

un folleto o en

Internet (4)

o

consejos de salud en

un cartel (por ej.:

qué hacer en caso

de ataque al

corazón) (5)

o

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Q20 ¿Alguna vez ha tenido que leer este tipo de textos para tener más información sobre seguridad?

No lo he leído

(1)

Lo he leído, pero

no lo he

entendido (2)

He entendido

sólo alguna

parte (3)

Lo he entendido

casi todo (4)

Lo he entendido

todo (5)

Un cartel o folleto

sobre prevención

y seguridad (1)

o

instrucciones para

presentar una

queja o una

reclamación (2)

o

una notificación

de multa de

tráfico (3)

o

una declaración

amistosa de

accidente (4)

o

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Q21 ¿Alguna vez ha tenido que leer este tipo de textos para informarse sobre ofertas de formación?

No lo he leído

(1)

Lo he leído,

pero no lo he

entendido (2)

He entendido

sólo alguna

parte (3)

Lo he entendido

casi todo (4)

Lo he entendido

todo (5)

publicidad de una

guardería, una

escuela o una

formación en el

periódico o en

Internet (1)

o

instrucciones para

la matrícula en un

centro de

enseñanza (2)

o

un boletín de

calificaciones (4)

o

notificaciones de

los profesores

(petición de

entrevista,

explicaciones,

comentarios) (5)

o

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Q22 ¿Alguna vez ha tenido que leer este tipo de textos por cuestiones de trabajo?

No lo he leído

(1)

Lo he leído, pero

no lo he

entendido (2)

He entendido

sólo alguna

parte (3)

Lo he entendido

casi todo (4)

Lo he entendido

todo (5)

una oferta de

empleo en

periódicos,

agencias o en

Internet (6)

o

informaciones

sobre cómo

presentar su

candidatura (por

ej.: cómo

escribir un

currículum, qué

documentos

enviar) (2)

o

un contrato de

trabajo (3)

o

horarios y

condiciones de

trabajo (4)

o

una

nómina (8)

o

Q23 ¿Alguna vez ha tenido que leer este tipo de textos para informarse sobre espectáculos o

acontecimientos culturales?

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No lo he leído

(1)

Lo he leído, pero

no lo he

entendido (2)

He entendido

sólo alguna

parte (3)

Lo he entendido

casi todo (4)

Lo he entendido

todo (5)

publicidad de una

película, una

serie, un

concierto o una

fiesta popular en

el periódico, en

un folleto o en

Internet (1)

o

un cartel de

película, de

concierto o de

espectáculo (2)

o

agenda cultural

de su

municipio (3)

o

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Q24 ¿Alguna vez ha leído este tipo de textos por gusto?

No lo he leído

(1)

Lo he leído, pero

no lo he

entendido (2)

He entendido

sólo alguna

parte (6)

Lo he entendido

casi todo (4)

Lo he entendido

todo (5)

un periódico o

una revista (1)

o

una novela, un

cuento, un

relato (2)

o

una obra de

teatro (8)

o

poesía, letras de

canciones (6)

o

una obra

documental, un

diccionario (3)

o

tebeos,

álbumes (5)

o

una

(auto)biografía,

un relato de

testimonio (7)

o

un manual de

cocina, de

jardinería, de

bricolaje (4)

o

un libro de

autoayuda (10)

o

Otros: (11)

o

End of Block: sobre la lectura

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APPENDIX IV - French survey

Reading skills and needs - survey 1 - FR - Sept

2023

Start of Block: formulaire de consentement

Q28

Bienvenue dans l'enquête sur le projet IRead4Skills !

Merci de répondre aux questions ci-dessous avec sincérité et honnêteté. Vos réponses sont très importantes

pour nous tous.

L'équipe du projet iRead4Skills vous remercie d'avance pour votre participation !

Titre du projet : iRead4Skills - Intelligent Reading Improvement System for Fundamental and Transversal

Skills Development [101094837]

Chercheur principal : Raquel Amaro

Responsable pour la recherche en français : Thomas François

Contact : thomas.francois@uclouvain.be

Q34

Vous pouvez en savoir plus avant de participer à ce sondage.

o Je veux en savoir plus. (1)

o Je ne veux pas en savoir plus. (2)

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Display This Question:

If Vous pouvez en savoir plus avant de participer à ce sondage. = Je veux en savoir plus.

Q26

Information à l’intention des participants Projet: iRead4Skills – Intelligent Reading Improvement System

for Fundamental and Transversal Skills Development (date de début: mars 2023; date de fin: février 2026)

Coordinatrice: Raquel Amaro (Université NOVA Lisbonne, Portugal) Attention: lisez attentivement les

informations suivantes avant de décider de participer à l’enquête 1. Ce projet vise à favoriser le

développement des compétences en lecture grâce à un système de lecture intelligent qui évalue la

complexité des textes et propose des lectures appropriées selon l'utilisateur, système pouvant également

être utilisé par les formateurs dans la création ou l'adaptation de textes. Le projet vise également à mieux

comprendre la relation entre l'amélioration des compétences en lecture et d'autres compétences, telles que

les opérations avec les nombres, les compétences informatiques, les compétences techniques, les

compétences en communication, les compétences en travail d'équipe, les compétences en gestion de la

clientèle, les compétences en résolution de problèmes, etc., et les aspects comme la motivation, la

citoyenneté et le bien-être. En tant qu'utilisateur direct du système, vos connaissances sont fondamentales

pour le développement efficace et la réussite du projet. 2. La participation à cette enquête comprend le

fait de répondre à plusieurs questions en relation avec les activités de lecture et leurs difficultés. 3. Les

données personnelles collectées et traitées seront exclusivement celles nécessaires pour atteindre les

objectifs du projet. Cela comprend, par exemple, des articles dans des revues scientifiques et la présentation

de résultats et de rapports de projets. Toutes les mesures raisonnables seront prises pour protéger les

données des participants à l'enquête dans ces publications.

4. Aucune pièce d'identité ou numéro de pièce d'identité ne seront demandés. Vos réponses à l’enquête

seront automatiquement anonymisées par la plateforme d’enquête. Vous serez amené à fournir les

données suivantes : âge; lieu de résidence; nationalité; pays d'origine; genre; situation et composition de la

famille; situation d'emploi et état de santé; niveau d'éducation; connaissance des langues; activités de

lecture; état des lieux de la pratique de la lecture. Ces informations personnelles sont nécessaires pour

garantir que vous êtes éligible à la participation à cette enquête, ainsi que pour comprendre les relations

entre des situations spécifiques et des préférences ou des besoins en lecture. Nous pouvons collecter et

traiter les données que vous fournissez dans cette enquête uniquement si vous nous donnez votre

consentement, sur la base de ces informations. 5. Votre participation est volontaire. Vous êtes libre de

décider si vous souhaitez participer ou non à cette enquête. Vous pouvez cesser votre participation à

l'enquête à tout moment, sans aucune conséquence. Pour cesser votre participation, veuillez nous informer

de votre intention dans les 4 semaines après avoir répondu à l'enquête. Envoyez-nous un e-mail à

iread4skills@fcsh.unl.pt ou raquelamaro@fcsh.unl.pt et indiquez votre ID de réponse, un numéro généré

automatiquement par la plateforme d'enquête. Il peut être difficile, voire impossible, de retirer les réponses

d'une enquête spécifique après qu'elles aient été stockées avec les réponses d'autres participants. 6.

Après avoir répondu à l'enquête, seuls la coordinatrice de projet et l'équipe du projet iRead4Skills impliqués

dans les éléments de travail 2 et 3 auront accès aux données que vous avez fournies. 7. Vous pouvez

exercer vos droits de protection des données à tout moment. Vous avez le droit : d’exiger plus

d'informations concernant le traitement des données personnelles ; de rectifier et/ou supprimer vos

données ; de retirer votre consentement ; de s'opposer aux activités de traitement des données, entre

autres en relation avec les droits énoncés dans la législation sur la protection des données. Vous pouvez

exercer vos droits en contactant Raquel Amaro (contact : raquelamaro@fcsh.unl.pt) et en indiquant votre ID

de réponse, généré par la plateforme d'enquête. Veuillez noter que, dans certains cas (par exemple, en

raison d'exigences légales ou techniques), votre demande peut ne pas être satisfaite. Dans tous les cas, vous

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recevrez toujours des informations sur les mesures prises dans un délai d'un mois après le moment où votre

demande aura été soumise. Vous aurez toujours le droit de déposer une plainte auprès de votre autorité

nationale de protection des données. Les contacts des autorités nationales de protection des données en

Europe peuvent être consultés sur https://edpb.europa.eu/about-edpb/about-edpb/members_en. 8. En

cas de doutes en relation avec des préoccupations ou bien une insatisfaction concernant votre participation

à l’enquête, contactez s’il vous plaît Raquel Amaro (contact: raquelamaro@fcsh.unl.pt). Grand merci pour

votre participation à cette enquête ! Ce projet est financé par la Commission européenne, HORIZON-CL2-

2022-TRANSFORMATIONS-01-07 Program (ref. 101094837) et le present document a été analyse et approuvé

par le Comité d’éthique de la recherche de la Faculté des Sciences sociales de l’Université Nova de Lisbonne,

Portugal (comissaoetica@fcsh.unl.pt).

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Q30 Je confirme avoir compris les informations concernant l’enquête, fournies ci-dessus, et avoir eu

l’opportunité et les moyens de clarifier tout doute ou préoccupation.

o Oui, je confirme. (1)

Q31 Je comprends que ma participation à l'enquête est volontaire et que je suis libre d'y mettre fin sans

justification, à tout moment, dans un délai de 4 semaines après avoir répondu à l'enquête et en indiquant

mon ID de réponse. En informant de cette décision dans les 4 semaines suivant la participation à l'enquête,

mes données seront supprimées.

o Oui, je comprends. (1)

Q32 Je comprends que toute information que je fournis peut être utilisée dans de futurs rapports, articles

scientifiques et universitaires et communications par l'équipe du projet. Je comprends que mes données

personnelles seront automatiquement anonymisées et seront stockées sur une plateforme sécurisée. Les

données compilées peuvent ensuite être réutilisées à des fins de recherche. De plus, je comprends que toutes

les mesures raisonnables seront prises pour protéger mes données.

o Oui, je comprends. (1)

Q33 Je comprends que mon nom n'apparaîtra dans aucun rapport, document ou présentation sans mon

consentement.

o Oui, je comprends. (1)

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Q34 J’accepte de participer à cette enquête.

o Oui, j'accepte. (1)

End of Block: formulaire de consentement

Start of Block: Questions socio-économiques

Q1 Quel âge avez-vous ?

▼ 18 (1) ... Je ne souhaite pas répondre (84)

Q2 Quel est votre genre ?

o femme (1)

o homme (2)

o non binaire (3)

o Je ne souhaite pas répondre. (4)

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Q3

Dans quelle région ou province habitez-vous ?

▼ Brabant Wallon (21) ... Je ne souhaite pas répondre. (4)

Q4 Dans quel pays êtes-vous né ?

▼ Afghanistan (1) ... Je ne souhaite pas répondre (195)

Q5 Quelle est votre nationalité ? (plusieurs réponses possibles)

o Dans: (198) __________________________________________________

o Je ne souhaite pas répondre. (199)

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Q6 Quelle est votre situation familiale ?

o marié(e) ou en cohabitation (1)

o divorcé(e) ou séparé(e) (2)

o célibataire (3)

o veuf/veuve (4)

o Je ne souhaite pas répondre. (5)

Q7 Quelles sont les personnes sous votre responsabilité ? (plusieurs réponses possibles)

▢ aucune (1)

▢ fils ou filles (2)

▢ petits-fils ou petites-filles (3)

▢ neveux ou nièces (4)

▢ mère, père ou les deux (5)

▢ oncles ou tantes (6)

▢ grands-parents (7)

▢ Je ne souhaite pas répondre. (8)

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Q8 Quelle est votre situation actuelle ? (plusieurs réponses possibles)

▢ J'ai un emploi rémunéré (1)

▢ Je travaille à la maison / personne au foyer (2)

▢ Je suis au chômage ou à la recherche d'un emploi (3)

▢ Je suis à la retraite (4)

▢ Je suis étudiant (5)

▢ Je ne souhaite pas répondre. (6)

Q9 Comment est votre état de santé ?

o Je suis en très bonne santé (1)

o J'ai de petits problèmes de santé, sans importance (2)

o Je souffre de maladies ou de problèmes de santé chroniques (3)

o J'ai de graves problèmes de santé (4)

o Je ne souhaite pas répondre. (5)

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Q10 Quel est votre niveau d'études ?

o Je ne suis pas allé(e) à l'école (1)

o Je n'ai pas complété l'école primaire (8)

o J'ai complété l'école primaire (2)

o J'ai complété l'école secondaire (3)

o J'ai un diplôme professionnel (5)

o J'ai un diplôme universitaire (6)

o Je ne souhaite pas répondre. (7)

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Q11 Quand vous étiez enfant, vers l’âge de 5 ans, en quelle(s) langues, langue(s) régionale(s) ou patois vous

parlait-on d’habitude à la maison ? (plusieurs réponses possibles)

▢ français (1)

▢ néerlandais (2)

▢ anglais (3)

▢ allemand (4)

▢ espagnol (5)

▢ italien (6)

▢ autre (7) __________________________________________________

▢ Je ne souhaite pas répondre. (8)

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Q12 Et aujourd’hui, quelle langue ou quelles langues parlez-vous habituellement ? (plusieurs réponses

possibles)

▢ français (1)

▢ néerlandais (2)

▢ anglais (3)

▢ allemand (4)

▢ espagnol (5)

▢ italien (6)

▢ autre (7) __________________________________________________

▢ Je ne souhaite pas répondre. (8)

End of Block: Questions socio-économiques

Start of Block: questions sur la lecture

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Q13 Pourquoi lisez-vous ?

▢ pour apprendre de nouvelles choses (1)

▢ pour suivre l'actualité (2)

▢ pour me divertir (3)

▢ pour le quotidien (bus, achats, etc.) (4)

▢ pour une autre raison (5) __________________________________________________

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Q14 Quand vous lisez, quels sont vos sujets préférés ? (plusieurs réponses possibles)

▢ actualités (1)

▢ sport (2)

▢ politique et citoyenneté (3)

▢ société (4)

▢ technologie (5)

▢ économie et affaires (6)

▢ famille (7)

▢ art (8)

▢ sciences (9)

▢ voyage (10)

▢ histoire (11)

▢ santé et bien-être (12)

▢ religion (13)

▢ romance et amour (14)

▢ histoires de vie (15)

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▢ histoires de crime et de police (16)

▢ bandes dessinées (17)

▢ jardinage (18)

▢ cuisine (19)

▢ mode (20)

▢ voitures et motos (21)

▢ animaux (22)

▢ autres sujets (23) __________________________________________________

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Q15 Avez-vous déjà eu besoin de lire ce type de textes pour trouver un logement ou une chambre ?

Je n'ai pas lu (1)

J'ai lu mais je

n'ai pas compris

(2)

J'ai compris

seulement

quelques parties

(3)

J'ai presque tout

compris (4)

J'ai tout compris

(5)

petites annonces

dans le journal ou

sur

Internet (1)

o

publicité sur une

affiche (2)

o

contrat de

location (3)

o

règlement de

copropriété (4)

o

Q16 Avez-vous déjà eu besoin de lire ce type de textes pour utiliser les transports (bus, train, métro) ?

Je n'ai pas lu (1)

J'ai lu mais je

n'ai pas compris

(2)

J'ai compris

seulement

quelques parties

(3)

J'ai presque tout

compris (4)

J'ai tout compris

(5)

horaires,

destinations et

arrêts sur une

affiche, une

brochure ou un

panneau

d'information (1)

o

informations sur les

grèves ou les

perturbations (3)

o

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Q17 Avez-vous déjà eu besoin de lire ce type de textes pour faire des démarches administratives ?

Je n'ai pas lu (1)

J'ai lu mais je

n'ai pas compris

(2)

J'ai compris

seulement

quelques parties

(3)

J'ai presque tout

compris (4)

J'ai tout compris

(5)

message

provenant des

services publics

(ex: centre de

santé, école,

commune) (1)

o

formulaire pour

obtenir des

documents ou

des aides (ex:

carte de

résident, congé

maternité,

allocations

chômage) (2)

o

instructions

concernant vos

impôts (3)

o

avis de paiement

de taxes ou

d'amendes (4)

o

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Q18 Avez-vous déjà eu besoin de lire ce type de textes pour faire des achats ?

Je n'ai pas lu (1)

J'ai lu mais je

n'ai pas compris

(2)

J'ai compris

seulement

quelques parties

(3)

J'ai presque tout

compris (4)

J'ai tout compris

(5)

emballage,

notice ou

étiquette des

produits (1)

o

prix des produits

dans des

catalogues, des

brochures ou sur

Internet (2)

o

offres spéciales

et

promotions (3)

o

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Q19 Avez-vous déjà eu besoin de lire ce type de textes pour obtenir des soins de santé ?

Je n'ai pas lu (1)

J'ai lu mais je

n'ai pas compris

(2)

J'ai compris

seulement

quelques parties

(3)

J'ai presque tout

compris (4)

J'ai tout compris

(5)

ordonnance,

prescription (1)

o

notice ou

emballage des

médicaments (2)

o

message des

services de santé

(ex: rendez-vous,

examens,

paiement des

frais) (3)

o

informations sur

les services de

santé ou

l'assurance

maladie dans une

brochure ou sur

Internet (4)

o

conseils de santé

sur une affiche (ex:

que faire en cas de

crise

cardiaque) (5)

o

iRead4Skills D2.1 Reading skills survey

Date: 15/07/2024

108

Q20 Avez-vous déjà eu besoin de lire ce type de textes pour en savoir plus sur la sécurité ?

Je n'ai pas lu (1)

J'ai lu mais je

n'ai pas compris

(2)

J'ai compris

seulement

quelques parties

(3)

J'ai presque

tout compris (4)

J'ai tout compris

(5)

affiche ou brochure

sur la prévention et

la sécurité (1)

o

instructions pour

déposer une plainte

ou une

réclamation (2)

o

lettre de

contravention (3)

o

constat d'accident à

l'amiable (4)

o

Page Break

iRead4Skills D2.1 Reading skills survey

Date: 15/07/2024

109

Q21 Avez-vous déjà eu besoin de lire ce type de textes pour vous renseigner sur les offres de formation ?

Je n'ai pas lu (1)

J'ai lu mais je

n'ai pas compris

(2)

J'ai compris

seulement

quelques

parties (3)

J'ai presque

tout compris (4)

J'ai tout

compris (5)

publicité pour une

crèche, une école ou

une formation dans

le journal ou sur

Internet (1)

o

dossier de demande

d'inscription à une

formation (2)

o

bulletin

scolaire (4)

o

correspondance des

enseignants

(demande de

rendez-vous,

explications,

commentaires) (5)

o

iRead4Skills D2.1 Reading skills survey

Date: 15/07/2024

110

Q22 Avez-vous déjà eu besoin de lire ce type de textes pour le travail ?

Je n'ai pas lu (1)

J'ai lu mais je

n'ai pas compris

(2)

J'ai compris

seulement

quelques parties

(3)

J'ai presque tout

compris (4)

J'ai tout compris

(5)

offre d'emploi

dans des

journaux, des

agences ou sur

Internet (1)

o

informations sur

comment

postuler (ex:

comment écrire

un CV, quels

documents

envoyer) (2)

o

contrat de

travail (3)

o

horaires et

conditions de

travail (4)

o

fiche de

paie (5)

o

iRead4Skills D2.1 Reading skills survey

Date: 15/07/2024

111

Q23 Avez-vous déjà eu besoin de lire ce type de textes pour vous informer sur des spectacles ou des

évènements culturels ?

Je n'ai pas lu (1)

J'ai lu mais je

n'ai pas compris

(2)

J'ai compris

seulement

quelques parties

(3)

J'ai presque tout

compris (4)

J'ai tout compris

(5)

publicité pour

un film, une

série, un concert

ou une fête

populaire dans

le journal, une

brochure ou sur

Internet (1)

o

affiche de film,

de concert ou

de

spectacle (2)

o

agenda culturel

de votre ville ou

commune (3)

o

Page Break

iRead4Skills D2.1 Reading skills survey

Date: 15/07/2024

112

Q24 Avez-vous déjà lu ce type de textes pour le plaisir ?

Je n'ai pas lu (1)

J'ai lu mais je

n'ai pas compris

(2)

J'ai compris

seulement

quelques parties

(3)

J'ai presque tout

compris (4)

J'ai tout compris

(5)

journal ou

magazine (1)

o

roman, conte,

nouvelle (2)

o

pièce de

théâtre (8)

o

poésie, paroles

de

chansons (6)

o

ouvrage

documentaire,

dictionnaire (3)

o

bandes

dessinées,

albums (5)

o

(auto)biographie,

témoignage (7)

o

manuel de

cuisine, jardinage,

bricolage (4)

o

livre de

développement

personnel (10)

o

autre (11)

o

End of Block: questions sur la lecture