What does the term "reading literacy" mean?

Contents:

• What skills are included in the concept of reading literacy
• What levels of reading literacy are there
• How many people achieve high levels of reading literacy
• What other studies are devoted to reading literacy

Reading is a complex and multifaceted process that requires certain skills, even for adults. The perception of information from text reflects our thinking, accumulated knowledge, and life experience. Reading skill is not limited to simple word recognition; it includes analysis, interpretation, and critical understanding of what is read. Developing these skills contributes to a deeper understanding of the text and improves the ability to apply acquired knowledge in real life. Reading plays a key role in the educational process and personal growth, developing our ability to analyze and make informed decisions.

Reading literacy is not only the skill of quickly reading and putting letters together words, but also the ability to analyze texts, identify their meaning, and evaluate information. This includes the ability to compare what you read with personal experience and other knowledge, which allows you to more deeply comprehend the content and draw informed conclusions. Developing reading literacy is an important aspect of education and promotes critical thinking in readers. Texts can be varied: simple and complex, continuous and fragmented, with information presented in tables and infographics. They span various genres, including excerpts from novels, technical instructions, news articles, scientific articles, and blogs. Effective comprehension of such texts requires varying levels of reading literacy. Reading also has its nuances—it can be a quick, superficial scan, or a deep, thoughtful reading that requires special skills and concentration. Understanding these aspects will help you better understand and analyze texts, which is important both in education and in professional work. In today's world, the importance of assessing the reliability of information in texts has increased. Previously, books and print media were the main sources of knowledge, but today a significant portion of information comes from unverified online resources. Even traditional media sometimes publish fake news, which makes critical thinking and the ability to distinguish true information from false information especially relevant.

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Functional literacy is a person's ability to effectively use their knowledge and skills in everyday life. It includes reading, writing, mathematical, and critical thinking skills, which enable one to successfully navigate information and solve practical problems. Functional literacy plays a key role in the development of general human abilities related to intelligence.

The connection between functional literacy and general intelligence is manifested in the fact that a high level of literacy contributes to the development of cognitive skills. People with developed functional literacy are better at analyzing information, solving non-standard problems, and making informed decisions. These qualities, in turn, influence the general level of intelligence, allowing a person to more effectively adapt to changes in the surrounding world.

Thus, functional literacy is an important component of general intelligence, providing the foundation for successful social and professional life. Improving functional literacy skills can significantly improve the quality of life and expand opportunities for education and career advancement.

There are two international tests conducted by the Organisation for Economic Co-operation and Development (OECD) that assess the level of reading literacy. The first test, PISA (Programme for International Student Assessment), is aimed at 15-year-olds and assesses their reading skills. The second test, PIAAC (Programme for the International Assessment of Adult Competences), covers the age group from 16 to 65 years. In this context, it is important to consider what aspects of reading literacy are taken into account in these tests, what literacy levels are distinguished, and what percentage of the population achieves the highest reading literacy levels. In particular, the results of these studies help to understand how various factors, including education and socioeconomic status, influence the level of reading literacy in different countries.

The PISA study provides the following definition:

Reading literacy is a person’s ability not only to understand and use texts but also to critically evaluate them, reflect on the content, and actively engage in reading. This competence helps achieve personal and professional goals, broaden horizons, and actively participate in social life. Reading literacy is a key aspect of education and an essential skill in today's world, where information is available in a variety of formats. Developing this skill contributes to the development of active and informed citizens.

According to PISA findings, reading has lost its former function as a purely information-retrieval tool. Today, it is associated with the process of knowledge accumulation, the development of critical thinking, and the formation of informed judgments. This change emphasizes the importance of reading as a tool for deep understanding of texts and information analysis, which is especially relevant in today's information society.

Reading literacy is not only the ability to read but also the ability to logically and critically analyze the information presented in a text. This competency encompasses a set of specific skills that demonstrate conceptual thinking and a broad readership. All of these elements are actively involved in interpreting the meaning of the text, making reading literacy an important aspect of the educational process and personal development.

What skills are included in the concept of reading literacy?

The PISA test assesses skills that emphasize that reading is a complex cognitive process closely linked to general knowledge. Reading not only develops analytical thinking but also contributes to a deep understanding of the text, which in turn affects the ability to make informed decisions. Participating in such assessments helps identify the level of reading literacy and the importance of developing critical thinking in students.

Scanning reading is an essential skill for effectively finding the necessary information. It involves quickly scanning the text to find relevant data, as well as selecting and analyzing this data. To optimize the process, it is necessary to regulate your reading speed: quickly skim irrelevant sections, focusing on subheadings, and pay attention to those parts of the text that contain the necessary information. This approach can significantly save time and increase the productivity of working with texts.

Understanding a text includes both perceiving its literal meaning and main idea, and recognizing hidden meanings, such as figurative meanings and allusions. This requires the ability to read between the lines. An important aspect is the ability to integrate, that is, to compare and establish connections between different parts of the text or even between separate, sometimes contradictory, texts. In addition, it is necessary to be able to formulate well-founded conclusions based on the material read. These skills contribute to a deeper analysis and critical perception of information.

The reader needs to determine the extent to which the information is reliable, relevant, and objective. To do this, it is important to be able to evaluate the source of the data, asking questions about the author's expertise in the topic under consideration. It is also important to pay attention to the publication date and the purpose of the text. It is important to determine how relevant the information is in light of current realities and whether the author is attempting to manipulate the reader's opinion for their own purposes.

The quality and style of a text are assessed based on how accurately they convey the author's purpose and point of view. An important aspect is the ability to compare different opinions, which is made possible by relying on the reader's knowledge and experience. This allows for a deeper understanding of the content and an appreciation of its significance, and also contributes to the formation of one's own opinion. Thus, the quality and style of a text play a key role in the interaction between the author and the reader.

When analyzing information from various sources, the reader may encounter contradictions. It is important to understand these contradictions and find a way to resolve them by determining which point of view is more justified. To do this, it is necessary to evaluate the sources of information, analyze the author's logic, and verify the validity of their statements. This approach will help the reader develop a deeper understanding of the topic and draw conclusions based on critical analysis.

The listed skills are necessary for solving everyday problems, such English: both receiving current news and forming one's own opinion, and for more complex situations, for example, in the learning process, when it is necessary to study textbooks and extensive additional literature. The ability to effectively extract information from various sources and analyze it becomes important not only in the educational environment, but also in everyday life. This allows for a more informed approach to decision-making and improves the quality of life in general.

The PISA test includes tasks of varying difficulty, which are aimed at testing the key skills of participants. The texts presented during the test vary in difficulty, which allows for a more accurate assessment of the abilities of schoolchildren. Similarly, the PIAAC test uses a similar structure and also assesses the same skills, which allows for a complete picture of the literacy level and skills of the adult population.

What are the levels of reading literacy?

Depending on the skills demonstrated by the PISA test participants, six levels of reading literacy are distinguished. Assessment is based on scores obtained for tasks related to specific skill groups. Level 1, considered elementary, is divided into three sublevels; however, only the upper sublevel will be considered in this context. Reading literacy plays a key role in the educational process and influences students' ability to analyze, interpret, and evaluate textual information. A high level of reading literacy contributes to academic success and the development of critical thinking, which is especially important in today's information-rich society.

Each literacy level above 1 requires a person to possess the skills inherent in the lower levels. For example, a person with a literacy level of 6 must possess all the skills corresponding to levels 1 through 6. This emphasizes the importance of consistently developing the skills and knowledge necessary to achieve higher levels of literacy.

Reading Literacy Levels According to PISA Test Results

The PISA test, conducted by the Organisation for Economic Co-operation and Development (OECD), assesses the reading literacy of 15-year-old students in different countries. It helps to identify students' level of readiness for adulthood and their ability to analyze, interpret, and use information from texts.

Reading literacy in the PISA test is divided into several levels. At the lower levels, students are able to understand simple texts and extract basic information. At the higher levels, they demonstrate the ability to analyze complex texts, draw inferences, and apply their knowledge in different contexts.

PISA test results are important for education policy, as they allow countries to compare their achievements in reading literacy and develop strategies for improving educational standards. Improving reading literacy contributes not only to student success but also to the development of society as a whole.

To effectively acquire new knowledge through text, whether in university or through self-study, a level of at least four is necessary. A high level of comprehension and analysis of text information allows for a deeper dive into the educational material and successful assimilation of complex concepts.

In the PIAAC test for adults, levels are divided into five categories, which is similar to six levels in other tests. These levels reflect varying degrees of skills and competencies necessary for successful life and work in modern society. A detailed distribution of levels can be found in the table below.

Reading Literacy Levels in the PIAAC Test

The PIAAC (Programme for the International Assessment of Adult Skills) test assesses the level of reading literacy among adults. It distinguishes several levels that reflect individuals' ability to understand, interpret, and use written information in various contexts.

Each reading literacy level describes specific skills. At lower levels, readers are able to process simple texts and perform basic tasks, such as finding specific information. At higher levels, they can analyze and interpret more complex materials, draw conclusions, and apply their knowledge in various situations. Assessing reading literacy using the PIAAC test is important for understanding the educational needs of the population, as well as for developing strategies to improve literacy and quality of life. Research shows that high levels of reading literacy contribute to successful social adaptation and professional activity.

Thus, the PIAAC reading literacy levels are an important tool for assessing and improving reading skills among adults.

How many people achieve high levels of reading literacy?

According to PISA 2018 data, only 1.3% of adolescents in OECD countries reached level 6, 8.7% reached level 5, and 27.6% reached level 4. Moreover, 23% of adolescents could not even reach level 2. These figures highlight the need to improve educational programs and teaching methods to raise the level of knowledge and skills among young people in OECD countries.

In most countries, only a small number of people demonstrate levels 5 and 6. This is confirmed by the infographic below, where the levels are presented from left to right: gray and white represent different gradations of level one, and shades of red indicate levels two through six, with darker shades of red corresponding to higher levels.

In 2018, testing results in Russia showed that only 1% of participants reached level 6, 5% level 5, and 16% level 4. At the same time, 28% of test takers were unable to rise above levels 3 and 2, and 22% did not even pass level 1. These data highlight the low level of preparation in the country and the need to improve educational programs.

In Finland, the distribution by level is as follows: 2% at level 6, 12% at level 5, 25% at level 4, 28% at level 3, 19% at level 2, and 13% at level 1. These data reveal the income structure of the country and allow for an analysis of the socioeconomic status of the population.

According to the explanations of the Federal Institute for Educational Quality Assessment (FIOKO) for the PISA 2018 study results, Russian students demonstrate somewhat less efficiency in searching for information compared to reading comprehension skills. This indicates the need to improve teaching methods aimed at developing information literacy among schoolchildren in Russia. Paying more attention to information search and analysis skills will help prepare students for the challenges of the modern information society.

What difficulties do adolescents in OECD countries experience? According to the findings of international analysts, less than 10% of students are able to distinguish between facts and opinions based on implicit cues associated with the content or source of information. Researchers note that education has historically successfully coped with the challenges of technology, but there is no certainty that this trend will continue in the future.

The results of the PIAAC study show that the literacy level among older people also leaves much to be desired. Only a small percentage of participants achieve the highest levels, designated as levels four and five. According to a study completed in 2013, only 11% of adults in Russia could boast of level four literacy. The highest rates were recorded in Japan and Finland, where the proportion of such people was 20% and 21%, respectively. As for level five literacy, less than 1% of adult participants achieved it, specifically 0.7%. The highest number of people who reached this level is observed in Finland (2%), as well as in Australia, the Netherlands, Japan, and Sweden, where this figure is slightly above 1%. These data highlight the need to improve educational levels and literacy among the adult population.

The largest proportion of adults are at levels two and three in reading literacy, accounting for 33% and 38%, respectively, of all respondents participating in the study. Countries such as France, Ireland, Italy, Poland, and Spain have a high proportion of people who have stopped at level two. Meanwhile, in Japan, Slovakia, and Korea, those who have reached level three reading literacy predominate.

In Russia, the highest number of respondents demonstrated level three reading literacy, amounting to 41%. Level two was demonstrated by 35% of adults, while levels one and four were achieved by 13% and 10%, respectively. Less than 1% of the population reached level five, which is in line with the OECD average. Such data highlight the importance of developing reading literacy in the country, which can contribute to improving the level of education and general culture of the population.

Education level directly impacts reading literacy. People with advanced degrees or two higher education degrees demonstrate the highest scores in this area. This confirms the importance of education for developing reading and text analysis skills.

An analysis of reading literacy in Russia by age group reveals a significant decline among those aged 30–34. This deviation from global trends is due to the fact that this category includes the generation that completed their education in the early 1990s, when the Russian education system was in crisis. This fact underlines the importance of the educational context for the development of reading skills and indicates the need for further study of the influence of historical events on the literacy level of the population.

What other studies are devoted to reading literacy?

In Russia, the Federal Institute for Education Quality Assessment conducts its own testing based on the PISA model, aimed at assessing the educational outcomes of adolescents. One of the key aspects of this study is reading literacy. In our previous publication, we examined the 2021 testing results, which allow us to draw conclusions about the state of reading skills among young people in the country.

There are many local and highly specialized studies devoted to text comprehension and fluent or semantic reading skills. For example, researchers from St. Petersburg State University found that modern students have difficulty understanding the figurative meaning of texts, which indicates problems with conceptual thinking. Similar results were obtained by scientists from the Privolzhsky Research Medical University, who found that a significant proportion of students in grades 8–10 cannot interpret the hidden meaning of texts. These data highlight the importance of developing critical thinking and text interpretation skills in the educational process.

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