Th e article is a theoretical discussion about research and literacy teaching
strategies with an emphasis on reading literacy. It is especially intended for
teachers giving lessons. Th e models of learning to read, making realization
of reading literacy possible, are presented and a lot of attention is given to
the evaluation of students’ reading comprehension (reading evaluation aims,
reading evaluation on the local and state level and diff erent adjustment criteria
for the recognition of reading disorders, the evaluation of reading that
helps with teaching, measuring knowledge on the basis of the curriculum,
etc.). Since reading and writing are two directly related activities, a concrete
model exemplifi es the correlation of reading and writing, and the direct relation
with practical work is indicated on the evaluation model CLAS-Plus,
which we have adapted to the Slovene educational system.
|
