Summary of reading processes 63. To summarise, the 2018 framework features a comprehensive and detailed typology of the
cognitive processes involved in purposeful reading activities as they unfold in single or multiple text
environments. Due to design constraints, it is not possible to distinguish each of these processes in
a separate proficiency scale. Instead, the framework also defines a smaller list of processes that
will form the basis for scaling and reporting (Table 1).
64. It is worth noting that the 2018 process typology also permits an analysis of changes in
students’ proficiency at the level of broad reading processes, as the former “cognitive aspects”
featured in previous frameworks can be mapped onto specific categories within the new typology.
Table 1 shows the correspondence between the 2018 typology and the former 2009 typology
(which was also used in 2012 and 2015). The distinction between single and multiple text
processes are discussed in greater detail below.
Table 1. Mapping of 2012/15 aspects to 2018 processes for reporting scales 2018 Process Typology 2009-2015 Typology Superordinate Category Used for Scaling in 2018 SINGLE TEXT PROCESSES
Read fluently
Not assessed
Reported but not on PISA
scale
Scan and locate
Access and retrieve
Locate information
Represent literal and gist
meaning
Integrate and interpret
Understand
Integrate and generate
inferences
Integrate and interpret
Understand
Assess quality and
credibility
Reflect and evaluate
Evaluate and reflect
Reflect on content and form
MULTIPLE TEXT PROCESSES
Search and select relevant
text
Access and retrieve
Locate information
