Читательская грамотность. Минск: рикз, 2020. 201 с
Reading motivation, practices and metacognition
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1-ex pisa
- Бұл бет үшін навигация:
- The structure of the reading literacy framework
| Reading motivation, practices and metacognition
25. Individuals’ reading practices, motivation and attitudes towards reading, as well as an awareness of how effective reading strategies are, play a prominent role in reading. Students who read more frequently, be it with print or on-screen, who are interested in reading, who feel themselves confident in their reading abilities and who know well which strategies to use, for instance, to summarise a text or search information on Internet, tend to be more proficient in reading. Moreover, if practices, motivation, and metacognition deserve close attention, it is not only because they are potential predictors of reading achievement and growth, it is also because they can be considered important goals or outcomes of education, potentially driving life-long learning. Furthermore, they are malleable variables, amenable to change. For instance, there is strong evidence that reading engagement and metacognition (awareness of strategies) can be enhanced through teaching and supportive classroom practices (Brozo & Simpson, 2007; Guthrie, Wigfield, & You, 2012; Guthrie, Ho, & Klauda, 2013; Reeve, 2012). Reading motivation, practices and metacognition are briefly discussed in the reading literacy framework since they are critical factors of reading, although they are assessed in the questionnaire and are covered in more detail in the questionnaire framework. The structure of the reading literacy framework 26. Having addressed what is meant by the term “reading literacy” in PISA and introduced the importance of reading literacy in today’s society in this introduction, the remainder of the framework is organised as follows. The second section defines reading literacy and elaborates on various phrases that are used in the reading framework, along with the assumptions underlying the use of these words. The third section focuses on the organisation of the domain of reading literacy and discusses the characteristics that will be represented in the tasks included in the PISA 2018 assessment. The fourth section discusses some of the operational aspects of the assessment and how it will be measured as well as presenting sample items. Finally, the last section describes how the reading literacy data will be summarised and outlines plans for reporting. |