VON DER LESEKOMPETENZ ZUR LITERARISCHEN KOMPETENZ: THEORETISCHE ANSÄTZE ZU LESEPROZESSEN UND LITERARISCHEM VERSTEHEN
FROM READING COMPETENCE TO LITERARY COMPETENCE: THEORETICAL APPROACHES TO READING PROCESSES AND LITERARY UNDERSTANDING

Summary/Abstract: The present paper aims to examine theoretical approaches ranging from basic reading and reading comprehension to text competence and literary competence, in order to explore their multidimensional structure and interrelations with regard to ensuring literary education. At the center of the investigation are theoretical considerations of key aspects of reading, including reading as an interactive and cognitive process, as well as various definitions and models of reading competence. In addition, the structural components of reading competence and effective reading strategies are analyzed, which can be applied in the context of higher education didactics. Particular attention is given to the three-phase model for fostering text competence, which serves as a methodological and didactic instrument in practice. Building upon this, literary competence is discussed as the highest stage of literary learning. In this context, a practice-oriented model developed on the basis of theoretical insights is presented, which serves as a framework for the selection and design of linguistically and thematically focused learning activities.Thus, the present study positions itself as a contribution to the didactics of reading and literary learning, offering impulses for the promotion of a reflective literary education. Finally, the article draws key conclusions from the comprehensive research and outlines perspectives for future studies.

• Details
• Contents