Reading, Literacy, Readers Competence: Development Strategy

Abstract

The article deals with the topical issues in the field of reading, literacy and readers competence in connection with the 10th anniversary of adoption of the National Program for Reading Promotion and Development in Russia. It examines modern conceptual terminology and definitions in this area. The English term literacy has broadened its meaning adding new types of literacy, scope and duration of its use, incorporating the term “reading”. Special attention is paid to some modern theories of reading (factor, deictic and disruptive innovations). A modern practice called blended learning includes both reading from print and reading from screen. Two models of innovation development (sustainable and disruptive) describe human activities. The conditions of appearance, criteria for becoming a phenomenon, indicators of success and tools for operating disruptive innovations are presented on the example of reading. The National Program for Reading Promotion and Development as well as the international studies of reading of 10- and 15-year-old students (Progress in International Reading Literacy Study (PIRLS) and Programme for International Student Assessment (PISA)) are the examples of innovative phenomena. The strategy of development is focused on the qualitative teaching of reading/literacy from screen and its inclusion in the process of learning.