Introduction

Abstract

In every instructional situation, reading textual materials and writing down thoughts are the core activities that represent both causes (from learner’s viewpoint) and indicators of learning (from teacher’s viewpoint). Reading is a cognitive activity whose oral or written traces are usually analyzed by teachers in order to infer either learners’ comprehension or reading strategies. Hence reading and writing are core activities that every teacher has to assess on a daily basis. Reading materials have to be scaled or tailored to suit pupils’ actual level, and reading strategies have to be analyzed for inferring learners’ level of text processing and understanding.