Current Approaches to the Development of Learning and Improving Reading Attractiveness for the Readers of Different Levels

2021 ◽  
pp. 57-68
Keyword(s):  
Educational Achievement ◽  
International Association ◽  
Reading Literacy ◽  
Research Focus ◽  
Functional Literacy ◽  
Study Progress ◽  
Definition Of ◽  
Different Levels

The chapter covers the notions of illiteracy, literacy, and their development to the current moment. The authors present the notion of functional literacy specified by the UNESCO experts. A more detailed definition of functional literacy is to be found in the study Progress in International Reading Literacy Study (PIRLS). It is possible to perceive the reader's literacy based on age or different planes. The chapter contains information about research focused on the age: PIRLS handled by IEA (International Association for the Evaluation of Educational Achievement) and the PISA research organized by The Organisation for Economic Co-operation and Development (OECD). Both kinds of research focus on the reader's literacy and their authors provide their own definitions that differ based on age. There are various different approaches to increase the attractiveness of reading. The authors introduce at least some of them as an inspiration. One part is dedicated to the development of reader literacy in individuals with dyslexia.

scholarly journals TO THE DEFINITION OF THE CONCEPT OF "READING COMPETENCE" AND THE DIFFERENTIATION OF ITS DESCRIPTORS

2020 ◽  
Vol 75 (1) ◽  
pp. 303-310
Author(s):  
М.М. Khavaidarova ◽  
◽  
А.А. Ekibaeva ◽  
Keyword(s):  
Learning Outcomes ◽  
Communicative Competence ◽  
Reading Literacy ◽  
Structural Elements ◽  
Present Stage ◽  
New Paradigm ◽  
Main Category ◽  
Functional Literacy ◽  
Reading Competence ◽  
Definition Of

The article addresses the problem of competence-based approach in solving the problem of reading. The problem of defining competence and various approaches to its solution is considered. The concepts of "competence / competence" at the present stage have become key and determining the goals and content of training. The main ability of the graduate is the ability to form his speech utterance for special purposes. For this reason, the main category of linguodidactics becomes communicative competence. The establishment of a new paradigm of education, on which the updating of the content of education in school is based, requires the development of new approaches to planning the expected learning outcomes. This aspect determines the relevance of the described issue. The authors determine the theoretical basis for the formation of reading competence. At the same time, an attempt is made not only to give its own definition of the term, but also to draw a line between the concepts of "reading competence", "literary competence", "reading literacy". In the course of addressing the problem of the formation of reading competence, the article defines the descriptors of reading competence, which give the teacher a direction that requires the application of efforts. Functional literacy, which is one of the results of learning at school, also includes structural elements of the competence under consideration.

scholarly journals Pisa et la lecture: un point de vue de didacticien

2003 ◽  
Vol 25 (1) ◽  
pp. 59-78
Author(s):  
Daniel Bain
Keyword(s):  
Educational Achievement ◽  
International Association ◽  
Reading Literacy ◽  
Effets Secondaires ◽  
De Se ◽  
Langue Maternelle

Indépendamment des intentions des responsables PISA, il est important de se demander quelle est la validité – et donc l’intérêt – d’une telle opération du point de vue de la didactique. Laissant à d’autres le soin de défendre les aspects positifs de cette enquête, nous nous attacherons surtout à mettre en évidence ses limites sur le plan didactique, voire les obstacles que ce type d’investigation risque de susciter par rapport à certains efforts d’innovation actuels dans l’enseignement de la lecture. Nous nous demanderons en conclusion quels sont les effets secondaires de l’enquête et si le jeu en vaut la chandelle. Nos analyses, réflexions et interrogations s’appuieront essentiellement sur nos expériences en didactique du français langue maternelle, en collaboration avec des enseignants du Cycle d’orientation genevois (Secondaire I), ainsi que sur notre participation à deux enquêtes internationales (IEA, International Association for the Evaluation of Educational Achievement, Reading literacy, 1991; TIMSS, Third International Mathematics and Sciences Study, 1995).

Validation of the International Reading Literacy Test

2007 ◽  
Vol 10 (1) ◽  
pp. 1-23
Author(s):  
Mieke van Diepen ◽  
Ludo Verhoeven ◽  
Cor Aarnoutse ◽  
Anna M.T. Bosman
Keyword(s):  
Educational Achievement ◽  
International Association ◽  
Field Testing ◽  
Text Structure ◽  
Assessment Instrument ◽  
Reading Literacy ◽  
Sentence Structure ◽  
Dutch Version ◽  
Test Items ◽  
Literacy Test

In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted a comparative study of reading literacy (PIRLS 2001). A reading comprehension assessment instrument was developed and translated into the languages of 35 participating countries for this purpose. After field testing of the instrument, the final version of the Reading Literacy Test (RLT) was established. In two studies, the validity of the Dutch version of the RLT was examined. In the first study, comparison of the linguistic characteristics of the Dutch and English versions of the test showed the Dutch passages and items to contain both a greater number of words and longer words than the English passages and items. However, the use of more and longer words did not produce a higher level of complexity with respect to content, sentence structure, text structure, or test items as judged by a panel of bilingual experts. While the Dutch children had to read more and longer words than the English children, moreover, they had no problems finishing the test within the allocated amount of time. In the second study, the possible impact of the changes made after the field testing of the RLT was examined. The omission of passages and the modification or omission of test items were found to have no consequences for the psychometric properties of the Dutch version of the test were examined.

scholarly journals Linguistic Functionalism as a Basis for the Formation of Reading Literacy

2020 ◽  
Vol 162 (5) ◽  
pp. 89-100
Author(s):  
A.N. Rudyakov ◽  
Keyword(s):  
Social Interaction ◽  
Educational Practice ◽  
Functional Approach ◽  
Reading Literacy ◽  
Present Stage ◽  
Functional Literacy ◽  
Definition Of ◽  
Linguistic Units

The theoretical and applied aspects of linguistics associated with the use of the functional approach were studied. The analysis of the interrelated problems of the formation and development of functional literacy, reading literacy, as well as perception and understanding of the text was carried out taking into account the principles of studying and describing linguistic phenomena outlined in the earlier own publications. The text was described as a major object of Russian philology at the present stage and as an instrument of social interaction, which is structurally determined by its function. The obtained results confirm the relevance of the problem of studying the patterns of perception and understanding the text as an integral object rather than a source of linguistic units of different tiers. The functional definition of the text was introduced, thereby making it possible to supplement the educational practice with a methodology of work that takes into account the need to develop students’ skills and abilities associated with the conscious and systematic extraction of information from texts of various kinds and the use of this information in their activities.

scholarly journals PARENTS’ IMPACT ON STUDENTS’ READING ACHIEVEMENT

2020 ◽  
Vol 3 ◽  
pp. 656
Author(s):  
Andrejs Geske ◽  
Antra Ozola
Keyword(s):  
Reading Achievement ◽  
Educational Achievement ◽  
International Association ◽  
Linear Regression Analysis ◽  
Research Problem ◽  
Preschool Age ◽  
Reading Literacy ◽  
The Impact ◽  
Parents Education ◽  
Reading Promotion

Scientific studies have proved that a family has a high impact on the students’ academic achievement, including their reading literacy. This paper focuses on the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age (reading together, singing, discussing the read text with a child, playing together, etc.) to explore the impact of these activities upon the reading literacy achievement of students in Grade 4. The research problem addresses the following questions: whether and to what extent the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age have an impact on students’ reading skills at the end of their fourth school year.The analysis is based on the research results from students’ tests, students’ and parents’ questionnaires of the Progress in International Reading Literacy Study (PIRLS) 2016, organised by the International Association for Evaluation of Educational Achievement (IEA). The impact of parents’ activities carried out together with their preschool aged children was studied performing a linear regression analysis along with a frequency and correlation analysis.A higher reading achievement was demonstrated by those fourth graders whose parents were actively involved in reading promotion activities. Although one determining activity could not be stated, reading together and storytelling were found to be significant. Parents’ education correlated positively with the frequency of their undertaken reading promotion activities; thus, the parents’ education was approved to have a multifaceted impact on a child’s reading achievement. 

Development and Evaluation of Fuzzy Criteria for the Diagnosis of Rheumatoid Arthritis

1996 ◽  
Vol 35 (04/05) ◽  
pp. 334-342 ◽  
Author(s):  
K.-P. Adlassnig ◽  
G. Kolarz ◽  
H. Leitich
Keyword(s):  
Rheumatoid Arthritis ◽  
Reference Model ◽  
American Rheumatism Association ◽  
Uniform Definition ◽  
Sensitivity Rate ◽  
Fuzzy Techniques ◽  
Definition Of ◽  
Different Levels ◽  
Specificity Rate

Abstract:In 1987, the American Rheumatism Association issued a set of criteria for the classification of rheumatoid arthritis (RA) to provide a uniform definition of RA patients. Fuzzy set theory and fuzzy logic were used to transform this set of criteria into a diagnostic tool that offers diagnoses at different levels of confidence: a definite level, which was consistent with the original criteria definition, as well as several possible and superdefinite levels. Two fuzzy models and a reference model which provided results at a definite level only were applied to 292 clinical cases from a hospital for rheumatic diseases. At the definite level, all models yielded a sensitivity rate of 72.6% and a specificity rate of 87.0%. Sensitivity and specificity rates at the possible levels ranged from 73.3% to 85.6% and from 83.6% to 87.0%. At the superdefinite levels, sensitivity rates ranged from 39.0% to 63.7% and specificity rates from 90.4% to 95.2%. Fuzzy techniques were helpful to add flexibility to preexisting diagnostic criteria in order to obtain diagnoses at the desired level of confidence.

Ways and Voices in the Psychoanalysis of Links According to Enrique Pichon-Rivière

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Rosa Jaitin
Keyword(s):  
Couple Therapy ◽  
Clinical Observation ◽  
Clinical Work ◽  
The Core ◽  
The Social ◽  
The 1960S ◽  
Definition Of ◽  
Relationship Of ◽  
The Voice ◽  
Different Levels

This article covers several stages of the work of Pichon-Rivière. In the 1950s he introduced the hypothesis of "the link as a four way relationship" (of reciprocal love and hate) between the baby and the mother. Clinical work with psychosis and psychosomatic disorders prompted him to examine how mental illness arises; its areas of expression, the degree of symbolisation, and the different fields of clinical observation. From the 1960s onwards, his experience with groups and families led him to explore a second path leading to "the voices of the link"—the voice of the internal family sub-group, and the place of the social and cultural voice where the link develops. This brought him to the definition of the link as a "bi-corporal and tri-personal structure". The author brings together the different levels of the analysis of the link, using as a clinical example the process of a psychoanalytic couple therapy with second generation descendants of a genocide within the limits of the transferential and countertransferential field. Body language (the core of the transgenerational link) and the couple's absences and presence during sessions create a rhythm that gives rise to an illusion, ultimately transforming the intersubjective link between the partners in the couple and with the analyst.

Institutions, Models of Capitalism and Inequality in Income Distribution: An Empirical Investigation

2017 ◽  
Vol 17 (3) ◽  
pp. 651-685 ◽  
Author(s):  
Gilberto Antonelli ◽  
Pinuccia P Calia ◽  
Giovanni Guidetti
Keyword(s):  
Income Inequality ◽  
Income Distribution ◽  
Empirical Investigation ◽  
Econometric Evidence ◽  
Definition Of ◽  
The Empirical Analysis ◽  
Statistical Indicators ◽  
Different Levels

Abstract The article analyses the role of institutions in the determination of income inequality in a sample of OECD countries. Basing on the seminal approach by Amable, the article discusses the theoretical definition of model of capitalism. The basic idea is that each model of capitalism is defined by the cobweb of complementary relationships established among different institutions. Using a set of statistical indicators of the operation of institutions in two different years, 1995 and 2010, the empirical analysis points out five models of capitalism and exhibits how their composition has changed in this lapse of 15 years. In the following sections of the article, we investigate the role played by the model of capitalism in the determination of income distribution, measured through a standard Gini index. After controlling for a set of variables, the econometric evidence shows that different models of capitalism present significantly different levels of income inequality.

Reading literacy: on the problem of measuring language ability

2021 ◽  
pp. 165-168
Author(s):  
Atirkul E. Agmanova ◽  
Alyona A. Rubas
Keyword(s):  
Education System ◽  
Academic Discourse ◽  
Language Ability ◽  
School Education ◽  
Reading Literacy ◽  
Functional Literacy ◽  
Test Items ◽  
Implementation Of The Strategy

We discuss the problems of measuring the results of reading literacy in the context of the Kazakh academic discourse. Possible formulations of test items are analyzed, aimed at checking the implementation of the strategy for the development of functional literacy. The problem under consideration is very relevant in the context of the modernization of the school education system in Kazakhstan.

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