Reading Curriculum Design: A Research-Informed Framework

This book has broadened and enriched understanding of what reading literacy means and how this concept can be translated into practical and concrete guidelines for reading curriculum design for secondary students in terms of its targets, assessment, instruction, and content. It has been argued that the essence of reading literacy is that it is a means for learning, communication, living, or participation in community rather than a set of skills to be acquired for passing exams. This book is addressed to curriculum developers, teachers, and policy makers. Three chapters are designed to enlighten those addressees to answer, theoretically, the question of ¿what might reading curriculum design for secondary school students look like?¿