The phrase "reading competencies" is correct and usable in written English.
You can use it when referring to the skills a person needs to be able to read effectively. For example, "Improving reading competencies is an important part of education."
The major aim of PIRLS is to describe and compare the level of students' reading competencies in different countries and to explain the differences in reading competencies by so-called contextual factors.
These analyses are limited by the fact that the data used to evaluate our research question is part of a study that focuses on reading competencies in a cross-national perspective.
Thus, we combine a rich set of students' background and family measures that relate to preschool participation or students' reading competencies from the student and parent surveys (see Table 2 for descriptive statistics)3: Parents Attitudes Towards Reading ASBHPLRR) is a scale based on eight 4-point Likert items (e.g. 'I read only if I have to') from the parental questionnaire.
In a study performed by Jule McCombes-Tolis at Southern Connecticut State University and Richard Feinn at Yale, less than 50percentt of Connecticut teachers surveyed could identify core reading competencies or knew at what age children should have comprehension and reading accuracy skills.
Children's reading practice has been shown to strongly support their reading competencies (Anderson et al. 1988).
The improvement in children's reading competencies is an important challenge for contemporary educators.
Percentages for reading competency ranged from 45percentt at P.S. 92 to 72 at P.S. 16, versus 61 citywide.
The big picture provided by the state test scores is that the city lags far behind the state in reading competency.
These tests certify reading competency at an intermediate level in a language of theological or religious studies scholarship for the purpose of meeting the HDS language requirement for the MTS, ThM, or PhD degree.
Yet reading competency has essentially remained the same.
Demonstration by exam of reading competency in two modern research languages (German, Italian, French, Spanish, etc). as selected in consultation with student's advisor.
