Following the results of PIRLS 2016 and the decrease of the comprehension reading level of Flemish four-tier students between 2006 and 2016, many questions arise about comprehension of reading didactics. A lot of research has already been done and compiled into reading comprehension. A number of outstanding, current and future-oriented questions can be answered through a new review. These questions concern, among other things, the growing diversity in the pupil population and the change in the nature of textual sources in the living environment of children and young people. These challenges question the existing didactic frameworks.
The Vlor wants to answer these questions from a broad perspective on reading didactics: not just a focus on reading comprehension or the learning area / subject Dutch, but the entire breadth of reading in education, in the entire curriculum and in the school culture. The review focuses on reading the final objectives for primary education, including the B-stream of secondary education and non-Dutch speaking newcomers.