Reading means to create meaning from text in the widest sense. Reading gives insight into other people`s experience, opinion and knowledge, independent of time and place. The reading of texts on screen and paper is a prerequisite for lifelong learning and for active participation in civic life.

To read involves engaging in texts, comprehending, applying what is read and reflecting on this. Texts include everything that can be read in different media, including illustrations, graphs, symbols or other modes of expression. Knowledge about what characterizes different types of texts and their function is an important part of reading as a basic skill.

Writing involves expressing oneself understandably and appropriately about different topics and communicating with others in the written mode. Writing is also a tool for developing one’s own thoughts in the learning process. Writing comprehensibly and appropriately means developing and coordinating different partial skills. This includes being able to plan, construct, and revise texts relevant to content, purpose and audience.

Mastering writing is a prerequisite for lifelong learning and for active and critical participation in civic and social life.


The competence goals for this competence area are divided into three competence levels:

  • Level 1-2: An ability to read and write at Level 1-2 includes reading and writing brief and familiar texts that one encounters frequently. Some support may be needed when reading and writing in new situations.
  • Level 3: An ability to read and write at Level 3 includes reading and writing comprehensible texts. One relates actively to written information and has strategies for refinement of these skills. One can use reading and writing in new situations, for learning and for solving some challenges in everyday life.
  • Level 4: An ability to read and write at level 4 includes mastery of formal requirements for a diversity of texts. One reads and writes in an independent, critical and flexible manner and selects strategies on the basis of settings and needs.

Source: Vox, Norwegian Agency for Lifelong Learning (2013) Competence goals for basic skills - Examples of local curricula in reading and writing, numeracy, digital skills and oral skills (url) citing Framework for Basic Skills, Norwegian Directorate of Education and Training 2012.


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