Figure 1 - available via license: Creative Commons Attribution 4.0 International
Content may be subject to copyright.
Source publication
The way reading literacy is conceptualised has changed over the last decades. Regarding comprehension as deep processing, in which skimming or scanning neither encourage the reader to engage in texts nor lead to the expected levels of understanding has influenced the way reading literacy is taught and assessed. The aim of the article is to analyse...
Contexts in source publication
Context 1
... mediation appeared in the former versions of the document and defining mediating activities as those which "[i]n both the receptive and productive modes, (…) make communication possible between persons who are unable, for whatever reason, to communicate with each other directly" (Council of Europe, 2001, p. 24) was widely accepted, the document was criticized for the limited attention given to the idea and the omission of illustrative descriptors (Komorowska, 2017;North & Piccardo, 2016). As a result, mediation processes in the 2018 edition of CEFR received due attention and became complementary to reception production and interaction, with a set of elaborate descriptors for each of the mediation activities and mediation strategies presented in Figure 1. ...
Context 2
... fact, it might be speculated that reading literacy skills will receive a lot of attention in that exam and will shift even more towards higherlevel processes. Such speculations are based on some important notifications in the Core Curriculum for Secondary Education (MEN, 2017b). Firstly, the document points to reading literacy as one of the three main goals of education in general, which is unlikely to go unnoticed in the new exam. ...
Similar publications
This article explores the requirements of the Common Core State Standards (CCSS) as they apply to literacy teacher educators and suggests strategies for literacy methods courses for teacher candidates and practicing teachers at the elementary level. The article answers the question: what do teacher candidates need to know about text complexity and...
Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners' reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participan...
