Developing Students’ Skills In Understanding Explicit And Implicit Information In Literary Texts Based On Pisa Tasks
Keywords:
PISA, reading literacy, literary text, explicit informationAbstract
The thesis examines the didactic potential of PISA-based reading tasks for developing students’ ability to understand explicit and implicit information in literary texts. Particular attention is given to the transition from locating directly stated information to integrating details, generating inferences, identifying cause-and-effect relations, interpreting characters’ motives, and revealing meanings that are not expressed literally. The study considers reading comprehension as an active process in which students combine textual evidence with contextual knowledge and construct a coherent representation of meaning. It is argued that appropriately designed PISA-type tasks can transform literary reading from reproductive comprehension into evidence-based interpretation. The findings indicate that a gradual progression from literal comprehension to inferential interpretation facilitates deeper engagement with literary texts and contributes to students’ analytical reading, reasoning, and independent interpretation skills.
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