Poziomy czytania i kompetencja czytelnicza

Abstract

The author analyzes reading as an elementary cultural activity which makes possible an individual and permanent reception of information from a verbal text. In the process, of the reading of a literary work he indicates two principal levels: the reading aiming at the decoding of the structure of a text and understanding its meanings and that connected with the subjective understanding and assimilating - in the interaction with a text - of the complete meaning of a work in question. He underlines the importance of rational and emotional activities in the process of reading and from this point of view discusses the differences between: a) reading aiming at emotional experience (sentimental one), b) analytic reading (rational one), and c) interpretative reading which combines both above-mentioned aspects. In the process of reading the horizontal plane which is designed by the question of the technique of reading, important at school, may be indicated. Remaining activities, directed at the getting at the meanings and understanding the essence of the text in question, denote the movement on a vertical axis from the superficial level to that of profound reading, of the penetration into significative differentiation of a semiotic nature and all the plentitude of meanings. On this plane we may speak about the levels of reading aiming at: a) an aesthetic utterance about the world, b) the comprehensive of the genre and style of an organized text, c) the comprehension of semantic associations, d) the comrehensive grasp of the idea of a text. During the process of this classification the role of the reading competence of a recipient subject is being exposed. The investigation of the relations between the quality of this competence and the planes of reading is, according to the author, especially important in didactic practice.