Volume 2, Issue 3 (September 2020)                   Iranian Evolutionary and Educational Psychology 2020, 2(3): 172-183 | Back to browse issues page


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Hamidi Nasrabad A, Sheikhi Fini A, Zainalipour H, Samavi S A. Designing and Validating the Literacy Curriculum Model Based on the Criteria of PIRLS in the Elementary Course of the Educational System of Iran. Iranian Evolutionary and Educational Psychology. 2020; 2 (3) :172-183
URL: http://ieepj.hormozgan.ac.ir/article-1-211-en.html
1- PhD Candidate, Department of Educational Sciences, Curriculum Studies, University of Hormozgan, Bandar Abbas
2- Department of Educational Sciences, University of Hormozgan, Bandar Abbas
Abstract:   (1177 Views)
The purpose of this study was to design and validate the reading literacy curriculum model based on the criteria of progress in International Reading Literacy Study (PIRLS) in the elementary course of the Iranian educational system. To this end, PIRLS test criteria have been used to explain and design the dimensions of the curriculum according to the elements of the Akker curriculum. The present research is qualitative in which an attempt has been made to develop a desirable model by adopting a systematic approach in the field of curriculum design and using valid national and international resources and documents. Some features of this model include indigenousness, attention to audience characteristics, scientificity, simplicity, novelty, and active approach to teaching and learning. The opinions of 31 experts in the field of curriculum planning and Persian language teaching were used to validate the proposed model, and these people highly approved the desired model. However, the application of this model requires attention to issues such as having a systemic approach to reading education, bilingualism, professional training of teachers, and attention to content and resources and facilities.
Full-Text [PDF 340 kb]   (251 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2020/08/16 | Accepted: 2020/08/31 | Published: 2020/08/31

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