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Research and literacy teaching strategies

Tomaž Petek (2012) Research and literacy teaching strategies. Šolsko polje : revija za teorijo in raziskave vzgoje in izobraževanja, 23 (3/4). pp. 199-220. ISSN 1581-6036

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    Abstract

    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.

    Item Type: Article
    Keywords: reading literacy, researching literacy, teaching literacy, reading, models, evaluation
    Related URLs:
    URLURL Type
    http://www.dlib.si/details/URN:NBN:SI:doc-KNIJ837BAlternative location
    http://cobiss5.izum.si/scripts/cobiss?command=DISPLAY&base=99999&rid=2514775&fmt=11&lani=siAlternative location
    Institution: University of Ljubljana
    Department: Faculty of Education
    Divisions: Department of Preschool Education
    Item ID: 2348
    Date Deposited: 08 Sep 2014 12:29
    Last Modified: 08 Sep 2014 12:29
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2348

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