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Reading comprehension skills can be regarded as some of the most important determinants of school success and independent learning; reading is an increasingly important and complex process, which could largely support or hamper making progress, succeeding in life. In education systems the role of the different phases of reading instruction has largely changed in the last few decades. The experiences of children, their motivation, encounters with literacy along with the expectations of the society in this field show completely different patterns and structure from the ones we had, for instance, two decades ago. According to these tendencies we can see a lot of innovations, changes in the international context, which shaped the practice of reading instruction, the methods and profile of developing reading skills according to linguistic, 12 TEMATIKUS ÖSSZEÁLLÍTÁS • NEVELÉSTUDOMÁNYI KUTATÁS ÉS A KÖZOKTATÁSI RENDSZER FEJLŐDÉSE Magyar Tudomány 181(2020)1 social, cultural traditions and specificities. In our study we attempt to show changes in the directions of the approach by discussing questions of terminology, analyzing some features of the theoretical framework of the system-level surveys as well as we address the specificities of the assessment of reading skills and some features of intervention programmes. Kulcsszavak: olvasás, szövegértés, nemzetközi felmérések, tartalmi keretek, értékelés, fejlesztő

magyar tudomány

Az olvasás-szövegértés tanításának megújítása az elméleti keretek, az értékelés és a fejlesztőprogramok területén Renewing Reading Instruction in Theoretical Foundations, Assessment and Intervention Programmes