Vessela Elenkova
Sofia University
https://doi.org/10.53656/bel2023-6s-VS
Abstract. The article addresses the “lowest floors“ of reading skills, in an attempt to formulate assumptions as to the conditions that can be provided by school and family together, so that some reading difficulties may be overcome. In addition to “evidence”: qualitative research of particular aspects of reading as opposed to the overall act of reading, the “lowest floors” are also seen to include the skill level of the reader. Our work takes its bearings from the understanding that “closing gaps” inside the boundless field of various research on reading could be productive for educational practice, as well as that “upper floors”: interpretation skills, influence directly the identity formation of adolescents, such that they will be in their lives as adults. Given parental participation, we would be interested mainly in leverage points ways of compensating reading difficulties.
Keywords: hermeneutic; reading; experts and novices; fluency; general and domain-specific comprehension strategies; interpretation; Waldorf pedagogy
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