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Abstract
The article highlights the perspective of high-school teachers working in a pedagogical profile regarding the application of literacy strategies in various disciplines and the importance of such strategies in the development of functional literacy in students. The method used for this study has been investigation, and the tool used to collect information has been the survey. The data has been analyzed using SPSS software, version 22.0. The elements examined through pilot study returned a reliability rate in between 0.62 and 0.822. Results have shown that teachers can partially define literacy, but they do not frequently apply, in their teaching activity, strategies that would develop students’ abilities. This study is paramount in the context of the PISA exams taken by students in Romania, which revealed the scale of functional illiteracy in pupils. Furthermore, the relevance of the study resides in the analysis of teachers’ perception of literacy strategies from the perspective of forming students as functional literate adults, but also as future teachers for primary school.
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