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Please use this identifier to cite or link to this item: http://dspace.usarb.md:8080/jspui/handle/123456789/5977
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dc.contributor.authorPalii-Bercari, Rusanda-
dc.contributor.otherKononova, Tatiana-
dc.date.accessioned2023-03-09T12:22:40Z-
dc.date.available2023-03-09T12:22:40Z-
dc.date.issued2023-
dc.identifier.citationPalii-Bercari, Rusanda. Zur begrifflichkeit des lesens/leseverstehens im fremdsprachenunterricht / Rusanda Palii-Bercari, Tatiana Kononova // Probleme de filologie: aspecte teoretice şi practice : Materialele Conferinţei ştiinţifice naţionale, ediţia a 9-a, 9 decembrie 2022. – Bălţi : [s. n.], 2023. – P. 85-96. – ISBN 978-9975-161-34-3.ro
dc.identifier.urihttp://dspace.usarb.md:8080/jspui/handle/123456789/5977-
dc.description.abstractThis article explores the relationship between reading, reading comprehension, reading skills, literacy, and text literacy in the new theories that have recently become the focus of research, educational policy, and classroom practice. In this regard, two well-known international studies of student reading literacy are carried out, PIRLS and PISA, and the 3-phase model for promoting text literacy by S. Schmölzer-Eibinger.en
dc.language.isodede
dc.publisherUSARBro
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectreadingen
dc.subjectreading comprehensionen
dc.subjectreading skillsen
dc.subjectliteracyen
dc.subjecttext literacyen
dc.titleZur begrifflichkeit des lesens/leseverstehens im fremdsprachenunterricht [Articol]de
dc.typeArticleen
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