A METHODOLOGY FOR DEVELOPING THE READING COMPETENCE OF PUPILS ON THE BASIS OF PROBLEM SITUATIONS

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This article elaborates a methodology for developing the reading competence of pupils on the basis of problem situations. The study proceeds from the distinction between reading technique, understood as the fluency and accuracy of decoding, and reading competence, understood as the capacity to comprehend, interpret, evaluate and make use of a written text. The author substantiates a four-component structure of reading competence comprising cognitive, operational, motivational-value and reflexive components, and establishes the correspondence between each component and a determinate class of problem situation. A three-stage methodology is elaborated, comprising the anticipatory stage preceding reading, the stage of dialogue with the text during reading and the interpretive-evaluative stage following it, together with criteria and levels permitting the assessment of results. The conceptual polemic between L. Rosenblatt and E.D. Hirsch concerning the source of textual meaning is subjected to critical examination. The findings demonstrate that the problem situation functions as the mediating mechanism converting reading from an act of reception into an act of inquiry.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.