| dc.description.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. | en_EN |
