PIRLS 2006 Encyclopedia

The definition of reading competencies is relatively specific. However, these divisionsbetween the various competencies are only theoretical, since they must be processedtogether in different learning activities. The teaching methods recommended in theStandards of Competencies and other curricular documents focus strongly on theintegration of the various components through activities that are intrinsically interestingfor the learner.At the end of the first phase of primary education (grade 2), most subcompetenciesare initiated and are at the center of reading lessons. The Standards of Competenciesprimarily stress the four specific competencies related to:• Processes implemented prior to the reading activity;• Elaboration of the first comprehension strategies;• General structure of a text (typology and organizing signs); and• Interactions between verbal and nonverbal elements.At the end of the second phase of primary education (grade 6), most subcompetenciesare assessed for the purpose of certification. This tests mastery of the skills introduced inthe first phase, as well as the enrichment that has occurred in the second phase. Thus, atthe end of primary education, children should have mastered the skills that help thembecome autonomous and adopt efficient reading strategies when they are confrontedwith a diverse range of reading situations.Beyond these specific competencies, enjoying reading also is emphasized. Textsubjects, device selection, and access to places that encourage a literary culture are allimportant elements in the process of learning to read in primary education in the FrenchCommunity of Belgium.Reading Instruction in the Primary GradesInstructional TimeThe school year is made up of 37 weeks, beginning in September and ending in June,for a total of 182 school days. The students’ schedule must have 28 weekly periods of50 minutes each, which are organized into 5 days per week. The time devoted to learningto read varies according to the teachers and schools.PIRLS 2006 EncyclopediaInstructional MaterialsPresently in Belgium, there are no compulsory didactic methods or supports for teachingreading. The selection of textbooks varies according to the teachers. They typically usematerials from a variety of sources, including exercises and texts from different books,newsletters, reviews, and documents provided for them by the school system.A 2006 official directive emphasizes the use of school textbooks, school software, andother educational tools in classrooms. 10 The use of these materials is intended to supportstudents throughout their learning and help teachers in the planning and implementationof their teaching activities. This directive is part of the Contract for School (Contrat pourBelgium, French SystemTIMSS & PIRLSInternational Study CenterLynch School of Education, Boston College 47