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ReadingA bookscentury has passed since the publication of two important normative manuals in Serbian and Croatian language by Aleksandar Belić and Dragutin Boranić. Both manuals were intended for school use. Belić's orthography manual (printed in 1923) is generallythe associatedfirst systematic orthography in Serbia, and Boranić's (printed in 1921, second, unchanged edition in 1923) is the first independent work of this prominent Croatian normativist. Starting from these school manuals, we took the exceptions of the d:t alternation before voiceless consonants in modern Serbian and Croatian languages as the subject of the paper. The analysis will first include the solutions from Belić's and Boranić's orthography from 1923, then the editions of both manuals from 1930, which were prepared according to the instructions of the Ministry of Education from 1929. This instruction mandated that the d:t alternation should not be performed only before the sequences -stvo (e.g. in the word sudstvo) and -ski (e.g. in the word gradski), which was closer to the previous Serbian standard from 1923 (Belić), in relation to the Croatian standard (the d:t alternation will not occur when the consonant d is in contact with deepthe reading,consonants whichć, inč, turnc, leadsš toand highers; academicBoranić). achievement. Therefore, theThe aim of thisthe researchpaper wasis to examineanalyze the relationshipdirections betweenin intrinsicwhich Serbian and extrinsicCroatian motivationnormative forstudies readingmoved books,in concerning exceptions of the timed:t spentalternation readingbefore them,voiceless consonants, primarily in valid school orthography manuals in Serbia and theCroatia. academicThe achievementanalyzed corpus consists of elementary school students. GenderSerbian and ageCroatian differencesliterary in motivationworks and timeperiodicals spentwith readinga were also examined. Sample consisted of 156 students from 5th to 8th grade. To measure intrinsic and extrinsic motivation, the Reading Motivation Questionnaire (Schiefele and Schaffner, 2016) was used, which measures curiosity and engagement as intrinsic factors, and competition, grades and social recognition as extrinsic factors. Datafocus on the averageworks timeof percontemporary weekCroatian spentauthors reading(such booksas duringA. Tomić and M. Jergović) which were published in Serbia without normative alignment with the schoolSerbian yearnorm. and holidays, as well as grades in Croatian language, mathematics and general school success were also collected. The results showed that girls are more motivated for reading books due to the engagement in reading and desire for getting better grades, and spend more time reading. Younger students achieve higher results on all factors of both intrinsic and extrinsic motivation, and spend more time reading books during the school year but not during holidays. The results of hierarchical regression analyzes showed that the intrinsic factor of engagement in reading is the only significant predictor of time spent reading books during the holidays, and social recognition as an extrinsic factor is the only significant predictor of time spent reading books during the school year. Time spent reading books during the school year was significantly related to all indicators of school achievement. Thus, research indicates the importance of encouraging both types of motivation for reading books.
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