DIDACTIC PARAMETER OF LANGUAGE LITERACY IN THE BULGARIAN SECONDARY SCHOOL

  • Tanya Borisova Trakia University, Faculty of Education, Stara Zagora, Bulgaria
Keywords: Reading literacy, external State assessment, education in Bulgarian language and literature, level of reading literacy and language competency

Abstract

This article summarizes the main conclusions about the state of reading literacy of students in the same class in a Bulgarian school and the correspondence between the international criteria for establishing reading literacy of the students. A study, based on the longitudinal method, outlining the didactic parameters of reading literacy in the Bulgarian school was conducted. Emphasis is placed on the needed changes regarding overcoming the problems in the education in reading literacy of Bulgarian students, its limits and variety in its improvement; the correlations which exist between the results of the national external assessment (NEA) of the students in the subject of Bulgarian language and literature of the fourth, seventh and twelfth grade.

References

da Costa, P.D., Almeida, P.A., Ara├║jo, P. (2013). Reading Literacy in EU Countries: Evidences from PIRLS, JRC Scientific and Policy Reports, European Union.

Lundberg & T., Hoien (1991). Literacy in a world of change. Stavanger: Center for Reading Research, UNESCO.

Mullis, I.V.S., Kennedy, A. M., Martin, M. O., & Sainsbury, M. (2004). PIRLS 2006. Assessment Framework and Specifications. TIMSS&PIRLS, International Study Center, Boston College.

OECD (2010). The high Cost of Low Educational Performance. Paris.

Rayner, K., & Reichle, E.D. (2010). Models of the reading process. Wiley reviews: Cognitive Science, 1(6), 787-799.

UNESCO (2006). Education for All. Clobal Monitoring Report. Chapter: Understandings of literacy. Author, http://www.unesco.org/education/GMR2006/full/chapt6_eng.pdf

Published
2017-09-23