Reading Literacy The Definition and Building Blocks The investment is co-financed by the Republic of Slovenia and the European Union under the European Social Fund. Reading Literacy | Definition and Building Blocks DEFINITION OF READING LITERACY BUILDING BLOCKS OF READING LITERACY Reading literacy is an ever-evolving competence of an individual to understand, critically Reading literacy (a foundation for the development of abilities of individuals) is a constantly evaluate and use written information. This competence includes developed reading skills, evolving competence that a learner demonstrates by mastering the following building (critical) understanding of what is being/has been read, understanding reading as a value and a blocks of literacy: person’s motivation for reading, and other building blocks of reading literacy. As such, it is the foundation of all other literacies and is crucial for self-realisation of an individual and successful 1. Speaking (co)operation within a society. 2. Motivation to read 3. Understanding the concept of reading material STARTING POINTS FOR THE DEVELOPMENT AND EVALUATION of individual building blocks of reading literacy of all subjects 4. Phonological and phonemic awareness 5. Vocabulary 1. All building blocks are being developed in relation to goals and contents of all subject areas. 6. Reading fluency 2. Each building block is being developed as a part of the whole. 7. Reading comprehension 3. The starting point for the development of all building blocks are texts (written, spoken, 8. Responding to texts and producing texts audio, video, etc.) of all curriculum subjects/subject areas. The types of texts vary, and 9. Critical reading their complexity increases throughout the educational programmes within the scope of the contents, its level of abstractedness (also related to terminology), the depth and linguistic complexity. 4. Integration means that the building block, which is acquired in a certain educational cycle, continues to develop even though this is not specifically stated. 5. The building blocks are developed systematically, that is intentionally and well thought out throughout the implemented curriculum and in teaching of all subjects. Legend of abbreviations 6. In the development of building blocks, the development level, previous RL – Reading literacy in the development of Slovene language instruction knowledge, needs and characteristics of each child or learner should be taken EC – Educational Cycle into account. OBJEM – Ozaveščanje, Branje, Jezik, Evalvacije, Modeli 7. The building blocks are being developed as a process over a (Awareness, Reading, Language, Evaluation, Models); a 2017–2022 project longer period of time therefore the description of expected achievement refers to the end of the educational cycle. | 2 Reading Literacy | Definition and Building Blocks Building block 1: SPEAKING Elements of the building block: - non-verbal communication skills - using speech in different speech situations, for different purposes and in different situations - using expressions for emotions/mental states - linguistic competence (lexical competence; syntactic/grammatical competence; describing, narrating, explaining, justifying; pronunciation1 skills) PRE-SCHOOL EDUCATION BASIC EDUCATION UPPER SECONDARY FIRST EDUCATIONAL SECOND EDUCATIONAL THIRD EDUCATIONAL EDUCATION Age 1−3 Age 3−6 CYCLE CYCLE CYCLE Age 15−19 Age 6−9 Age 9−12 Age 12−15 The child demonstrates that The child demonstrates that he/she: he/she: • can understand and use • can understand and use nonverbal communication long/compound sentences, • can understand and use • can understand and use words and phrases, more complex texts, • can understand and • can use standard use incomplete/short pronunciation of phonemes sentences, and words, • can understand and use • can tell stories, long and compound • can observe and describe in sentences, greater detail, • can create his/her first texts, • can talk about true events • can describe pictures, and experiences, • can narrate using a picture • can tell imaginative stories, book or collage, • can describe events • can use different types of • can speak in diverse words situations (e.g., in social • can speak in different and symbolic play) and for situations (e.g., in social, various purposes (for asking symbolic play) and for questions, establishing diverse purposes (asking relationships and liaising with questions, establishing people, giving instructions, relationships and liaising describing emotional and with people, giving mental states, etc.). instructions, etc.). 1 Pronunciation skills: knowing and using standard pronunciation 2 Different types of words: nouns, verbs, adjectives, pronouns, prepositions, adverbs | 3 Reading Literacy | Definition and Building Blocks Building block 2: MOTIVATION TO READ Elements of the building block: - Interest in reading - Positive attitude to reading3 different texts types4 (genres) - Reading self-efficiency - Choice of printed and other information sources depending on the reading purpose - Use of different locations of reading sources PRE-SCHOOL EDUCATION BASIC EDUCATION UPPER SECONDARY FIRST EDUCATIONAL SECOND EDUCATIONAL THIRD EDUCATIONAL EDUCATION Age 1−3 Age 3−6 CYCLE CYCLE CYCLE Age 15−19 Age 6−9 Age 9−12 Age 12−15 The child demonstrates that The child demonstrates that The learner demonstrates The learner demonstrates The learner demonstrates that The learner demonstrates that he/she: he/she: that he/she: that he/she: he/she: he/she: • is willing and ready to • is willing to tell and listen • can choose various reading • can choose reading • can choose reading • can choose reading materials listen and read, to stories and poems or materials, material according to his/ materials according to his/ according to his/her interest, • can keep attention and (to thumb...) to thumb • is immersed in reading, her interest and purpose, her interest and purpose, intertextual experience, respond to the text while through reading material5, • can persist in reading, • can persist in reading • can persist in reading reading purpose (cognitive, reading together, • can tell (read) a story to • can monitor his/her lengthy texts, lengthy and more complex ethical or aesthetic) and the • can thumb through others, using pictures, reading achievement and • can monitor and evaluate texts in all subjects, quality of texts, reading material, • can listen attentively to plan improvement, reading achievement • can plan, monitor and • can persist in reading • can seemingly read, various texts from the • knows and can use against criteria (given evaluate his/her reading lengthy, complex texts, • is immersed and can beginning to the end, locations of reading or own) and plan achievement and devise • masters skills of a strategic persist in an individual • knows and can use sources (school library, improvement, improvement strategies, reader6, or group listening and locations of reading internet). • can evaluate his/her • can evaluate his/her • can plan, monitor and storytelling activity, sources (e.g., reading motivation to read, motivation to read a variety evaluate his/her reading • is willing to share, read corner). • can use locations of of texts and knows what skills and strives to improve and listen, reading sources (school influences it, and based on them, • together with an adult library, internet). that, plans improvement, • knows and can use printed can use literary and non- • knows and can use printed and digital reading sources literary materials and and digital reading sources, sensibly, different media and visits • can use locations of printed • can choose reading materials libraries. and digital sources. in other/foreign languages according to his/her interest. 3 Positive attitude to reading different types of texts for different purposes; reading to learn, reading literature (developing reading culture) 4 Different text types: narrative, descriptive and creatively reproduced texts 5 Various reading material: informational and literary picture books and other materials 6 Strategic reader: is a flexible, independent, efficient reader who consciously chooses and uses different reading strategies for different purposes and reading goals. | 4 Reading Literacy | Definition and Building Blocks Building block 3: UNDERSTANDING THE CONCEPT OF READING MATERIAL Elements of the building block: - Orientation in reading material - Relating verbal and nonverbal/pictorial elements in the text - Knowing and mastering reading direction - Comprehensive reading7 of multimodal/multimedia texts8 - Knowing printed and digital materials PRE-SCHOOL EDUCATION BASIC EDUCATION UPPER SECONDARY FIRST EDUCATIONAL SECOND EDUCATIONAL THIRD EDUCATIONAL EDUCATION Age 1−3 Age 3−6 CYCLE CYCLE CYCLE Age 15−19 Age 6−9 Age 9−12 Age 12−15 The child demonstrates that The child demonstrates that The learner demonstrates The learner demonstrates he/she: he/she: that he/she: that he/she: • can thumb through • knows the direction of • knows and can use • can understand the reading material, reading (left to right, top different reading sources difference between • can distinguish between to bottom), (printed, audio, digital, various reading materials verbal and nonverbal • can understand what interactive), (printed, audio, digital/ part of texts, nonverbal and what • can identify basic interactive) and can read • is oriented in the book verbal elements of a text information in reading accordingly, (the beginning and the convey, material/book (title, • can use different linear end of the book), • can distinguish between author, illustrator), and selective reading • can distinguish between a letter, a number and a • can distinguish between strategies, reading and writing, word, a sentence and a text. • can read multimodal/ • can draw/write and • can understand multimedia texts communicate in his/her multimodal/multimedia comprehensively. own way. text according to his/her developmental stage. 7 Comprehensive reading of multimodal texts: composing meaning from verbal and nonverbal elements, e.g., illustrations, considering relationships or interactions between them (awareness of the meaning of multimodality/various components) 8 Multimodal/multimedia/multi-code texts: Contain text and illustrations, pictures, photographs, graphs, diagrams, concept maps, tables, formulas, maps, musical notations etc. | 5 Reading Literacy | Definition and Building Blocks Building block 4: PHONOLOGICAL AND PHONEMIC AWARENESS Elements of the building block: - Phonological and phonemic discrimination9 - Phonological and phonemic analysis10 - Knowing and using standard pronunciation and appropriate sentence intonation PRE-SCHOOL EDUCATION BASIC EDUCATION UPPER SECONDARY FIRST EDUCATIONAL SECOND EDUCATIONAL THIRD EDUCATIONAL EDUCATION Age 1−3 Age 3−6 CYCLE CYCLE CYCLE Age 15−19 Age 6−9 Age 9−12 Age 12−15 The child demonstrates that The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates he/she: that he/she: that he/she: that he/she: that he/she: • can identify sounds • can distinguish between • can distinguish between • can distinguish between • can distinguish between and phonemes and phonemes and standard and non- standard and non- standard and non- distinguish between corresponding letters, standard pronunciation, standard pronunciation standard pronunciation them, • can break down • can use appropriate and understand the and understand the • can articulate/pronounce multisyllable words into sentence intonation. difference between difference between phonemes correctly, phonemes, them, them, • can identify the first and • can blend phonemes • can use appropriate • can use appropriate the last phoneme in a into a word, connect sentence intonation. sentence intonation11. word, words into a sentence, • can break down words sentences into a short into phonemes, text, • can distinguish long • can make new words words from short, by adding and deleting • can segment words into phonemes, syllables, • can use appropriate • can identify the first and sentence intonation. the last syllable in a word, • can identify and form rhyming words, • can make new words from the same set of phonemes. 9 Phonological and phonemic awareness: awareness of the length of words and discriminating phonemes (from each other) 10 Phonological and phonemic analysis: segmenting words into (individual) syllables and into individual phonemes 11 Sentence intonation: I speak in such a way that others can understand whether I am narrating, asking, expressing wishes, demands, etc. | 6 Reading Literacy | Definition and Building Blocks Building block 5: VOCABULARY Elements of the building block: - Knowing words and understanding their meaning in text reception and production/creation - Vocabulary acquisition and growth for: - Successful reading comprehension, - Learning and - Communication - Use of printed and digital language resources (reference sources, web portals …) PRE-SCHOOL EDUCATION BASIC EDUCATION UPPER SECONDARY FIRST EDUCATIONAL SECOND EDUCATIONAL THIRD EDUCATIONAL EDUCATION Age 1−3 Age 3−6 CYCLE CYCLE CYCLE Age 15−19 Age 6−9 Age 9−12 Age 12−15 The child demonstrates that The child demonstrates that The learner demonstrates The learner demonstrates The learner demonstrates that The learner demonstrates he/she: he/she: that he/she: that he/she: he/she: that he/she: • can understand simple • can understand words in • knows, understands • knows, can understand • knows, understands • can use the acquired verbal/spoken messages, lengthy, more complex and can use specific and use specific and can use specific specific vocabulary/ • can name/label familiar sentences, vocabulary of different vocabulary of different vocabulary/technical terms technical terms of people, objects and • can understand the meaning curriculum subject areas, subject areas, of different subject areas, different subject areas phenomena in his/her of words in concrete • can understand new and • can guess meaning of • can infer the meaning of meaningfully and by environment or in visual situations and stories, less familiar words using words/phrases using unfamiliar words using using them demonstrates materials, • can understand and use contextual clues or with contextual clues, contextual clues or look up his/her understanding for/find meaning in printed • can communicate with most words in everyday external help, • can find explanation of of different technical and online language two- or three-word situations in his/her • can use simple printed new and less familiar subject areas and their reference sources and on messages, environment, or digital sources words in printed and concepts, language web portals, • can play with words. • can use appropriate (a pictorial, or a thematic digital language reference • can compose texts using interrogatives, • can understand idioms and dictionary), sources, the acquired vocabulary, • can understand and use figuratively used words, • can use a new word to • can compose spoken and appropriate to various expressions for mental according to his/her age, make a sentence, written messages using situations and purposes, states (to know, to • knows and can use and follows the principles remember, to understand, • can use acquired the acquired vocabulary. strategies to determine the of good style (liveliness, etc.) vocabulary to form meaning of (unfamiliar) conciseness, clarity, etc.) • can understand and use various spoken and words, polite expressions, written texts. • can use the acquired • can understand and use vocabulary to compose specific vocabulary from the new texts. fields of his/her interest. | 7 Reading Literacy | Definition and Building Blocks Building block 6: READING FLUENCY Elements of the building block: - Decoding written texts12 - Reading accuracy - Reading speed - Rhythm - Expressiveness PRE-SCHOOL EDUCATION BASIC EDUCATION UPPER SECONDARY FIRST EDUCATIONAL SECOND EDUCATIONAL THIRD EDUCATIONAL EDUCATION Age 1−3 Age 3−6 CYCLE CYCLE CYCLE Age 15−19 Age 6−9 Age 9−12 Age 12−15 The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates that he/she: that he/she: that he/she: that he/she: • can fluently read printed • can fluently read • can read lengthy and • can read different texts or handwritten texts in unfamiliar texts complex texts fluently fluently, meaningfully, an undertone or aloud, (automatically; aloud and and meaningfully, using clearly and with standard with infrequent pauses silently), standard pronunciation, pronunciation, or repetitions and with • can use sentence • can adapt his/her • can use vocal and visual appropriate rhythm (in intonation, decoding and reading aspects of speech accordance with the speed to the text while reading aloud reading material), • can read 70-80 words per minute when reading characteristics, (intonation, speed, • while reading aloud aloud and 120 words per • can take into account the colour, register, pauses). he/she can correctly minute when reading vocal aspects of speech articulate phonemes, silently, delivery (pauses, accent, • can connect words into • can read his/her own intonation, voice colour) phrases/sentences using handwriting, when reading aloud. sentence intonation. • can read with infrequent pauses, inappropriate intervals or repetitions (95-98% accuracy) and at a steady and appropriate pace. 12 Decoding is the process of transforming letters into sounds (phonemes) to make syllables and words. The result is a correctly pronounced word. | 8 Reading Literacy | Definition and Building Blocks Building block 7: READING COMPREHENSION Elements of the building block: - Reading/listening comprehension - Searching, comparing, ordering, organising information in texts - Inferring, understanding gist - Summarising and evaluating texts - Using reading strategies - Awareness of one’s reading process PRE-SCHOOL EDUCATION BASIC EDUCATION UPPER SECONDARY FIRST EDUCATIONAL SECOND EDUCATIONAL THIRD EDUCATIONAL EDUCATION Age 1−3 Age 3−6 CYCLE CYCLE CYCLE Age 15−19 Age 6−9 Age 9−12 Age 12−15 The child demonstrates that The child demonstrates that The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates he/she: he/she: that he/she: that he/she: that he/she: that he/she: • can relate spoken words • can follow instructions • can answer questions • can answer questions • can recognise the • can recognise the type to nonverbal clues, and directions, about the text at different at different levels of purpose, topic, main and structure of texts, • can verbally respond to • can respond to text levels of understanding, understanding, ideas and the context of understand the author’s verbal and nonverbal verbally and nonverbally, • can identify the topic, • can identify important text development, purpose and the theme/ messages. • can answer questions the context of the text information and details, • can identify essential topic, meaningfully and ask development and the • can summarise the text in information and details, • can identify key words/ questions, author’s (communicative) his/her own words, • can recognise phrases in texts and • can narrate using pictures purpose, • can present information relationships between summarise important and other materials. • can identify important using different pieces of information in a information, information, presentation types, text, • can form questions • can understand the main • can understand 90-95 % • can form questions about about texts at all levels ideas of texts, of the words in the text, a text or information of understanding and • can ask questions related provides answers, • can relate the text to his/ contained in a text at all to texts, her own experience, levels of understanding, • can independently • can provide oral summarise and • can use simple (some • can answer questions summaries of texts, paraphrase texts, learners also more at different levels of • can use reading complex) reading understanding, comprehension strategies to understand • can independently strategies. various types of texts. summarise texts,  | 9 Reading Literacy | Definition and Building Blocks Building block 7: READING COMPREHENSION Elements of the building block: - Reading/listening comprehension - Searching, comparing, ordering, organising information in texts - Inferring, understanding gist - Summarising and evaluating texts - Using reading strategies - Awareness of one’s reading process PRE-SCHOOL EDUCATION BASIC EDUCATION UPPER SECONDARY FIRST EDUCATIONAL SECOND EDUCATIONAL THIRD EDUCATIONAL EDUCATION Age 1−3 Age 3−6 CYCLE CYCLE CYCLE Age 15−19 Age 6−9 Age 9−12 Age 12−15 • can clarify information in • can classify, compare, texts, provide supporting interpret information in evidence from texts, and texts, draw conclusions, formulate hypotheses, evaluate, formulate • can persist on complex hypotheses, etc., reading tasks, also in several texts • can select and apply simultaneously, appropriate simple • can persist on complex and complex reading reading tasks, comprehension • knows various reading strategies, strategies and applies • becomes aware of his/ them appropriately to all her own process of types of texts, reading and learning by • can apply knowledge reading. of appropriate reading processes and strategies, • becomes aware of his/her own reading processes and learning by reading, • can understand texts at an appropriate level of difficulty in his/her home languages or in his/her first foreign language. | 10 Reading Literacy | Definition and Building Blocks Building block 8: RESPONSE TO A TEXT AND TEXT PRODUCTION Elements of the building block: - Creating meaningful and appropriate spoken and written texts about the texts one has heard or read - Using texts one has read or heard in new situations - Using appropriate strategies to create/compose (spoken/written) texts PRE-SCHOOL EDUCATION BASIC EDUCATION UPPER SECONDARY FIRST EDUCATIONAL SECOND EDUCATIONAL THIRD EDUCATIONAL EDUCATION Age 1−3 Age 3−6 CYCLE CYCLE CYCLE Age 15−19 Age 6−9 Age 9−12 Age 12−15 The child demonstrates that The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates he/she: that he/she: that he/she: that he/she: that he/she: that he/she: • can respond verbally and • can create a variety of • can form diverse, clear • can summarise • can discuss what he/she • can discuss texts that nonverbally to what he/ texts, and comprehensible texts information in texts he/ has read or heard and he/she has read and she has heard and seen, • can ask questions and orally and in writing, she has read or heard, support his/her views support his/her views with • can speak about express an opinion on the • can make various • as a response to what with evidence from texts, evidence from the texts experiencing what he/ text he/she has heard or predictions based on he/she has read or heard • can compose correct and from the context, she has heard or seen, read, information in the text, can generate correct and and appropriate texts of • can explain the main • can illustrate in different • can talk in his/her own • can express his/her appropriate spoken and various types orally and ideas of texts, analyse and ways what he/she has words about text he/she perception and feelings written texts of various in writing, summarise them using heard or seen, has heard or read, about what he/she has types13, • can explain, analyse, various strategies, • can arrange nonverbal • can continue a story, heard, read or seen, • can explain and discuss summarise, evaluate • can create various material from a story/ predict an outcome/ • can create texts in what he/she has read or texts using various meaningful, stylistically activity into a meaningful resolution, handwriting and in a heard, strategies, accomplished and sequence. • can respond to texts he/ digital form and improve • can evaluate texts, • can convert texts or their linguistically correct texts, she has heard or read in them according to shape and explain his/ parts into nonverbal • in his/her texts he/she can different ways (through the teacher and peer her attitude and support messages/ visualisations include his/her experience, visual art, dance, play, feedback. his/her opinion with (e.g., a graph), knowledge, interest etc., drama, etc.). evidence from the texts, • can support his/her • in a text development he/ • can justify his/her answers or other types of she can take into account answers and other types response to what he/she the purpose, recipient, of response to texts, has read or heard, situation and features of • can create texts in text types/genres, handwriting and in a digital form. 13 Various types of texts: descriptive, narrative, expository, argumentative, etc.  | 11 Reading Literacy | Definition and Building Blocks Building block 8: RESPONSE TO A TEXT AND TEXT PRODUCTION Elements of the building block: - Creating meaningful and appropriate spoken and written texts about the texts one has heard or read - Using texts one has read or heard in new situations - Using appropriate strategies to create/compose (spoken/written) texts PRE-SCHOOL EDUCATION BASIC EDUCATION UPPER SECONDARY FIRST EDUCATIONAL SECOND EDUCATIONAL THIRD EDUCATIONAL EDUCATION Age 1−3 Age 3−6 CYCLE CYCLE CYCLE Age 15−19 Age 6−9 Age 9−12 Age 12−15 • can create texts in • can understand and handwriting and in a correctly use references, digital form, and improve notes and comments, them according to sources, etc. as part of the the teacher and peer text, feedback. • can create texts in handwriting and in a digital form and improve them according to the teacher and peer feedback, • when composing texts, he/ she can choose and apply appropriate strategies. | 12 Reading Literacy | Definition and Building Blocks Building block 9: CRITICAL READING Elements of the building block: - Identifying, assessing, evaluating information, facts and opinions in texts as well as the author’s writing style - Developing one’s opinion on a text and supporting it with arguments - Evaluating texts against given criteria - Setting criteria for critical text evaluation - Critical use of resources PRE-SCHOOL EDUCATION BASIC EDUCATION UPPER SECONDARY FIRST EDUCATIONAL SECOND EDUCATIONAL THIRD EDUCATIONAL EDUCATION Age 1−3 Age 3−6 CYCLE CYCLE CYCLE Age 15−19 Age 6−9 Age 9−12 Age 12−15 The child demonstrates that The child demonstrates that The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates he/she: he/she: that he/she: that he/she: that he/she: that he/she: • can identify the main • can recognise imaginary • can recognise imaginary • can distinguish between • can analyse and evaluate • can relate information in idea/message of a simple and real world in texts and real world in texts, facts and opinions, the text contents and different text types with story. and the roles of the main • using information in a • can identify the topic and provide arguments, one another and critically (literary) characters in text, he/she can identify main ideas and evaluate • can distinguish between evaluate them, stories, the topic and the main them according to his/her facts and opinion, • can support his/her • can identify/ understand ideas, experience, perceptions • can form his/her opinion opinion and illustrate the main idea, • can express an opinion and feelings, and support it using them with examples, • can ask questions based on the texts he/she has • can support his/her information and evidence • can identify important on texts, read, opinion about texts with in text, information in less • can express an opinion • can evaluate texts evidence from texts, • can critically evaluate obvious details, implied in on the texts he/she has according to his/her • can ask higher-order different parts of text or overshadowed by heard or seen. experience and feelings, questions about texts, texts (e.g., nonverbal misleading information, • can ask questions about • can draw conclusions elements), • can evaluate what he/she texts, using information in • can critically evaluate has read against provided or own evaluation criteria, • can draw simple texts. information in texts conclusions using against given or his/her • can evaluate relevance and acceptability of information in texts. own criteria, statements in texts, • can compare several texts with each other and • can form hypotheses and evaluate them against identify arguments in criteria, texts,  | 13 Reading Literacy | Definition and Building Blocks Building block 9: CRITICAL READING Elements of the building block: - Identifying, assessing, evaluating information, facts and opinions in texts as well as the author’s writing style - Developing one’s opinion on a text and supporting it with arguments - Evaluating texts against given criteria - Setting criteria for critical text evaluation - Critical use of resources PRE-SCHOOL EDUCATION BASIC EDUCATION UPPER SECONDARY FIRST EDUCATIONAL SECOND EDUCATIONAL THIRD EDUCATIONAL EDUCATION Age 1−3 Age 3−6 CYCLE CYCLE CYCLE Age 15−19 Age 6−9 Age 9−12 Age 12−15 • can independently • can recognise weak formulate assumptions argumentations and avoid based on information in them in text development, texts, and support them, • can critically use • can independently, information to solve new purposefully, critically problems, and responsibly • can critically assess and select and use various use traditional and new resources. assistive technologies for reading and writing and resources. | 14 Reading Literacy The Definition and Building Blocks Title of the original: Bralna pismenost; Opredelitev in gradniki Authors: Milena Kerndl, Sandra Mršnik, Nina Novak, Romana Fekonja, Mira Hedžet Krkač, Mihaela Kerin, Darinka Rosc Leskovec, Marija Sivec, Nives Zore, Vladimir Milekšič, Andreja Čuk, Mirjam Stanonik, Bernarda Gaber, Andreja Bačnik, Janja Cotič Pajntar, Urška Fekonja Peklaj, Polona Vilar, Alenka Kavčič, Lara Godec Soršak, Dragica Haramija, Mira Krajnc Ivič, Karmen Svetlik, Sanja Slapar, Tjaša Prudič, Ksenija Leban, Nina Papež, Mateja Ceket Odar Review: Milena Kerndl, Darinka Rosc Leskovec, Mira Hedžet Krkač Language review: Berta Kogoj Translation into English: Branka Božič and Berta Kogoj Design: Simon Kajtna Layout: ABO grafika, d. o. o., Igor Kogelnik Published by: National Education Institute Slovenia Representative: Vinko Logaj, PhD. Online edition Ljubljana, 2022 The publication is available free of charge at www.zrss.si/pdf/Gradniki_bralne_pismenosti_ANG.pdf The investment is co-financed by the Republic of Slovenia and the European Union under the European Social Fund. This document has been created within the project OBJEM, 2017-2022, project leader: Sandra Mršnik, PhD. Kataložni zapis o publikaciji (CIP) pripravili v Narodni in univerzitetni knjižnici v Ljubljani COBISS.SI-ID 125129731 ISBN 978-961-03-0736-5 (PDF) | 15 | 16