| Summary: | The current investigation shows, in the
first place, an analysis and theoretical approach for the concept of Reading
competence. This reserach works as a basis to justify that PISA (creator of
this concept) doesn’t evaluate what it says to evaluate. So, we propose a new
model of evaluation to assess the level of Reading comprehension, getting
closer to the concept of Reading competence than Pisa has traditionally done.
This research has been carried out with the participation of up to 7 classes of
4ºESO, the realization of two tests- the before mentioned one and a second one
corresponding to an excerpt of a PISA test- and the later analysis and
statistical comparison between them to find differences (if any) that confirm
our statements and theoretical principles. For this purpose, test T has been
used for related samples. The statistical analysis let us check that the new
Reading approach proposed in the new model of evaluation, through which we
intend to approach the concept of Reading competence, had as a main consequence a better performance
of the students in the realization of this test; in comparison with the PISA
excerpt that was used. This better efficiency in the carrying out, by the
students participating, of the new test, include many investigative
implications towards the understanding of different concepts related to Reading
that, in many occasions, are easily confused, as well as implications of a
practical nature, providing many orientations towards educational interventions
in the Reading skill area.
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