After the OECD-PISA test, the need to cultivate high reading comprehension and its assessment became apparent. However, this situation contains a theoretical aporia. This paper aims to obtain suggestions for evaluating reading instruction through examination of discussions about the "Taxonomy of Reading Comprehension" in the 1960s, especially Barrett's Taxonomy and Clymer's criticism of it. Intending to use his work for designing curriculum, Barrett provided categories and behavioral descriptions of reading comprehension-a taxonomy. In contrast, Clymer intended to include in the reading curriculum various outcomes that various readers generated. Notably, however, Clymer retained a rational approach to curriculum design. He did not define explicit reading behaviors, but provided a framework for understanding the cause-and-effect relationship of various reading outcomes. We should learn from such a unique, rational approach.
抄録全体を表示