The Framework Development for Interpretation of Students Reading Literacy in Teaching and Learning Through Open Approach

Abstract

The PISA 2000, PISA 2003 and PISA 2006 scores indicate that Thai students have read ability level 2 and 1. Students are able to read and read the text only when the text is readable. Can be referenced or compared or linked to what has been known at low levels. Assess and analyze at a basic level, linking the readings to the things that are related to their lives. No reference or comparison can be made if further analysis is required. This paper comprehensively Reading literacy includes the ability to extract the relevant information from texts and also to understand, use and reflect on written texts. The ability and incentive to engage with texts and address their content is also examined. In order to measure the diverse dimensions of reading literacy, in PISA it is defined as a complex competency with multiple facets. The exercises therefore include different situations and text formats. Solving reading exercises also calls for various cognitive processes of reading. A new feature of the 2018 PISA study is interactive exercises with several texts to be read in a simulated web environment. Aspects of reading literacy in the digital age are thus examined, including the ability to find, relate and assess information. This framework incorporates two approaches: 1) promoting students Reading Literacy instructions; and 2) and Learning through Open Approach. The teaching about problem solving process which students can be improved the cognitive skill and develop several skills of students in the reasonal thinking, creative thinking, analyzed thinking, self-study and systematically problem solving ability. However, this framework emphasizes which grade 9 students in Demonstration School of Khonkaen University, Thailand.