Reading comprehension is a process that has been the subject of studies for several years; there have been many attempts to make it a reference model, especially for teachers. Studies on the topic differ greatly depending on whether the approach is linguistic, social, or psychological. However, the common starting point of these studies is the procedural nature of comprehension and the active role played by the reader in the construction of meaning; a centrality that the reader also maintains in an era, the current, which is characterized by a nature deeply digital and in which the impact with the “text” is very strong and immediate and the dimension of participation assumes thickness in an immersion in network charge of charm. Therefore this paper represents the introduction to a thorough research that the author would develop to analyze the impact the digital reading has on the learning process of students. The survey referred, and of which it will be in the following essays to this, has as its object of study “Process and system evaluation and digital technologies.” In this paper, however, starting with a few mentions to the executive research plan we focus only on the relative in reading literacy. For this reason, this paper will examine some of the models present in the literature that are useful in providing valuable guidance to teachers on teaching /learning strategies that can promote learners’ acquisition of specific reading skills. The purpose is to understand if, by changing the “medium” book, these strategies are valid and sufficient to produce learning in a context of digital reading.
Nirchi, S. (2014). Assessing Learners' Reading Literacy through New Approaches: The Construction and Integration Model. INTERNATIONAL JOURNAL OF DIGITAL LITERACY AND DIGITAL COMPETENCE, Anno 5, 32-48 [104018/ijdldc.2014040103].