Abstract
Empirical findings on the question whether the competencies of understanding literary and non-literary (expository) texts are distinct, have been lacking for a long time. In our research we have made an attempt to resolve this issue. Our aim was to develop and evaluate a model of literary literacy, based on the theory of aesthetic semiotics, that includes a content-related and a form-related understanding of literary texts. We conducted several studies to test whether comprehending literary and expository texts represents partly distinct facets of reading literacy. This chapter presents an extended model of literary literacy that expands the range of competence facets of literary understanding. Our findings indicate that the competence of comprehending literary texts encompasses—in addition to content and form-related understanding—the ability to apply specific literary knowledge, to recognize foregrounded passages and to recognize emotions that are intended by the text.
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Acknowledgments
The preparation of this chapter was supported by grant FR 2640/1-3 and RO 3960/1-3 from the German Research Foundation (DFG) in the Priority Program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” (SPP 1293).
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Meier, C. et al. (2017). An Extended Model of Literary Literacy. In: Leutner, D., Fleischer, J., Grünkorn, J., Klieme, E. (eds) Competence Assessment in Education. Methodology of Educational Measurement and Assessment. Springer, Cham. https://doi.org/10.1007/978-3-319-50030-0_5
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