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Simpozij OBDOBJA 41 only in a ifrst language, whereas some are shared between languages or occur only in a second or third language. Some experiences are embodied in the ability to perceive, construct, and embrace the world—but, on the other hand, people also understand and accept the worlds offered by reading. In this context, guided by many years of research and analysis of experiences in other education systems (primarily American and Finnish), as well as the results of working with students on the speciifc examples presented in this article, I wish to emphasize the justiifcation for insisting on reading popular science literature. Along with deep reading of functionally different texts— especially popular science texts, in which the students encounter numerous words and phrases (see Appendix) belonging to intellectual vocabulary that they will have to learn to understand the meaning of the text—students build an analytical and logical way of thinking. Building on a system of concentric circles, this helps them understand new words and new meanings they have not encountered, while encouraging and empowering them to read, and eventually to translate even more complex texts. Sources KOVAČ, Miha, 2020: Berem, da se poberem: 10 razlogov za branje knjig v digitalnih časih. Ljubljana: Mladinska knjiga. MUGERLI, Anja, 2020: Čebelja družina. Ljubljana: Cankarjeva založba. SALECL, Renata, 2020: Človek človeku virus. Ljubljana: Mladinska knjiga. Bibliography BARZILLAI, Mirit, THOMSON, Jenny, SCHROEDER, Sascha, VAN DEN BROEK, Paul, 2018: Learning to Read in a Digital World. Amsterdam, Philadelphia: John Benjamins Publishing Company. DĄBROWSKA, Ewa, 2012: Different speakers, different grammars: Individual differences in native language attainment. Linguistic Approaches to Bilingualism II/3. 219–253. GIBSON, Craig, 1995: Critical thinking: implications for instruction. RQ XXXV/1. 27–35. GNJIDIĆ, Vedrana, KERESTEŠ, Gordana, PETI-STANTIĆ, Anita, 2021: Mjerenje širine i dubine akademskog vokabulara učenika viših razreda osnovne škole. Croatian Journal of Education = Hrvatski časopis za odgoj i obrazovanje XXIII/4. 1043–1085. HEYES, Celia, 2018: Cognitive gadgets: The cultural evolution of thinking. Cambridge, London: The Belknap Press of Harvard University. JACKENDOFF, Ray, AUDRING, Jenny, 2020: The Texture of the Lexicon: Relational Morphology and the Parallel Architecture. Oxford: Oxford University Press. KELLER, Rudi, 1995: »The epistemic weil«. Dieter Stein, Susan Wright (eds.): Subjectivity and subjectivization: Linguistic perspectives. Cambridge: Cambridge University Press. 16–30. ÖHMAN, Suzanne, 1953: Theories of the »Linguistic Field «. Word IX/2. 123–134. PERFETTI, Charles A., HART, Lesley, 2002: The lexical quality hypothesis. Ludo Verhoeven, Carsten Elbro, Pieter Reitsma (eds.): Precursors of Functional Literacy. Amsterdam: John Benjamins Publishing Company (Studies in Written Language and Literacy, 11). 189–213. PETI-STANTIĆ, Anita, 2019: Čitanjem do (spo)razumijevanja: od čitalačke pismenosti do čitateljske sposobnosti. Zagreb: Naklada Ljevak. PETI-STANTIĆ, Anita, KERESTEŠ, Gordana, GNJIDIĆ, Vedrana, 2021: Can Textbook Analysis Help Us Understand Why Croatian Students Seldom Read Their Textbooks? Technology, Knowledge and Learning XXVI/2. 293–310. SPITZER, Manfred, 2018: Digitalna demencija: kako mi i naša djeca silazimo s uma. Translated by Boris Perić. Zagreb: Naklada Ljevak. 277