Читательская грамотность. Минск: рикз, 2020. 201 с
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43. The PISA typology of cognitive aspects involved in reading literacy was designed at the turn of the 21st C entury (OECD, 2000). A revision of the “aspects” in the 2018 PISA reading literacy framework is needed for at least three reasons: a) A definition of reading literacy must reflect contemporary developments in school and societal literacy demands, namely, the increasing amount of text information available in print and digital forms and the increasing diversity and complexity of situations involving texts and reading. These evolutions are partly driven by the spread of digital information technology and in particular by increased access to the Internet worldwide. b) The PISA 2018 framework should also reflect recent developments in the scientific conceptualisation of reading and be as consistent as possible with the terminology used in current theories. There is a need to update the vocabulary that was used to designate the cognitive processes involved in reading, taking into account progress in the research literature. c) Finally a revision is needed to reassess the necessary trade-off between the precision of the aspects as described in the framework and the limited possibility to account for each of these individual aspects in a large-scale international assessment. Such a reassessment is particularly relevant in the context of PISA 2018 in which reading literacy is the main domain. 44. The 2018 framework replaces the phrase “cognitive aspects”, used in previous versions of the framework, with the phrase “cognitive processes”. The phrase “cognitive processes” aligns with the terminology used in reading psychology research and is more consistent with a description of reader skills and proficiencies. The term “aspects” tended to confound the reader's actual cognitive processes with the requirements of various types of tasks (e.g. demands of specific types of questions). A description of proficient reading processes permits the 2018 framework to map these processes to a typology of tasks. 163 45. Recent theories of reading literacy emphasise the fact that "reading does not take place in a vacuum" (Snow and the RAND Reading Group, 2002; see also McCrudden & Schraw, 2007; Rouet & Britt, 2011). Indeed, most reading activities in people's daily lives are motivated by specific purposes and goals (White, Chen & Forsyth, 2010). Reading as a cognitive skill involves a set of specific reading processes that competent readers make use of when engaging with texts in order to achieve their goals. Goal setting and goal achievement drive not only readers' decisions to engage with texts, their selection of texts and passages of text, but also their decisions to disengage from a particular text, to reengage with a different text, to compare and to integrate information across multiple texts (Britt & Rouet, 2012; Goldman, 2004; Perfetti, Rouet, & Britt, 1999). 46. To achieve reading literacy as it is defined in this framework, an individual needs to be able to execute a wide range of processes. Effective execution of these processes, in turn, requires that the reader have the cognitive skills, strategies and motivation that support the processes. 47. The PISA 2018 reading framework acknowledges the goal-driven, critical and intertextual nature of reading literacy (McCrudden & Schraw, 2007; Rouet, 2006; Vidal- Abarca, Mañá, & Gil, 2010). Consequently, the former typology of reading aspects (OECD, 2000) is revised and extended so as to explicitly represent the fuller range of processes that skilled readers selectively draw from as a function of their particular task context and information environment. 48. More specifically, two broad categories of reading processes are defined for PISA 2018: text processing and task management (Figure 2). This distinction is consistent with current views of reading as a situated and purposeful activity (see e.g. Snow and the Rand Reading Group., 2002). The focus of the cognitive assessment is on processes identified in the text processing box. жүктеу/скачать 3,64 Mb. Достарыңызбен бөлісу:
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