Reading achievements among students in the United Arab Emirates: A multilevel analysis of PIRLS 2021 (original) (raw)
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Mediterranean Journal of Humanities, 2015
The aim of this study was to determine the factors effecting the reading literacy of 15 year old age-group students in Turkey, within the context of the Programme for International Student's Achievment (PISA) 2009. The study involved 4996 students. To determine the factors effecting reading literacy, analysis based on sub-problems was conducted. In this analysis, firstly an exploratory factor analysis by questionnaire was conducted concerning questions relating to interest and learning strategies. Then the defined factors were analyzed based upon confirmatory factor analysis and, finally, linear regression analysis was conducted to establish the reading literacy explanation ratio of the defined factors. Based upon these results, a 7-factor stucture related to reading literacy was derived and confirmatory factor analysis of the 7-factored structure was confirmed. This defined 7-factor structure explained 59.71 percent of the total variation. As a result of multiple linear regression analysis, it was found that the determined variables identified the 14.1 portion of reading.
International Journal of Assessment Tools in Education, 2020
The aim of this study is to determine the students-level and schoollevel factors that are related to reading ability achievement of students who participated PISA 2015 (Programme for International Student Assessment) from Turkey. The effects of the student and school level factors on reading achievement of students were tested by 2 level hierarchical linear model. According to the findings, there are differences between schools in terms of students' reading ability scores in Turkey. When the findings of the effects of the student level variables on the reading ability scores are examined; mother's socioeconomic status, parental emotional support, and unfair teacher behavior variables seem to affect students' reading ability achievement. When the findings of the effects of the school level variables on the reading ability scores are examined; school size, teacher education level, and student behavior that hinders learning variables have a significant effect on the average reading ability scores of schools. When the student and school level variables mentioned above were modeled together, the significant effect of the school size variable was lost while the teacher education level and the student behavior that hinders learning variables continued to have a significant effect on the schools average reading ability scores.
Investigating the Performance of Reading Literacy.pdf
2009
Reading is one of the most fundamental aspects students acquire as it is the foundation for learning across all subjects. Reading literacy is vital when looking for a job or engaging in higher education. Reading literacy plays an essential role in improving the individual"s life by "enabling economic security and good health and enriches societies by building human capital, fostering cultural identity and tolerance, and promoting civic participation" (Jalal and Sardjunani, 2005, p. 10).
What makes a good reader? Worldwide insights from PIRLS 2016
Using hierarchical linear models, this study probes into student, family, teacher, and schools' variables that can explain the variation in Progress in International Reading Literacy Study (PIRLS) 2016 results. Students' confidence in reading, early literacy tasks, and parents' expectations are the strongest explanatory variables of reading literacy. Teachers' perception of class instruction being limited by students' needs is the strongest explanatory variable of PIRLS achievement, although this was not consistently verified among all countries. No teaching strategies or other related variables emerged consistently as explanatory variables in every country. A similar result was observed in schools where the percentage of economic disadvantage students was the most consistent explanatory variable of PIRLS results. The present analysis shows that although student variables are the most consistent explanatory variables among participating countries, a general conclusion of what makes a good reader worldwide must consider all student, teacher, and school variables conjointly, acknowledging the existence of between-country variation.
Learner’s Reading Proficiency and Academic Performance
Psychology and Education: A Multidisciplinary Journal, 2025
Reading proficiency is critical for academic success, influencing comprehension and performance across all subjects. However, in the Philippines, low reading proficiency remains a significant concern, as evidenced by the country’s last-place ranking in the 2018 Program for International Student Assessment (PISA). This study addresses the gap in understanding the relationship between reading proficiency and academic performance within the Filipino context, particularly among Grade IV to VI learners at San Juan Elementary School, Bohol, during the 2023–2024 school year. The research aimed to assess learners' reading proficiency using the Philippine Informal Reading Inventory (Phil-IRI) and their academic performance based on first-quarter grades. Additionally, it examined demographic factors such as age, gender, nutritional status, parental education, occupation, school attendance, and attitudes toward reading. A descriptive correlational survey method was employed, utilizing questionnaires and performance assessments to collect data from a complete enumeration of 97 learners. Key findings revealed that while learners showed satisfactory academic performance and positive attitudes toward reading, no significant relationship was found between reading proficiency and academic outcomes. This result suggests that other factors, including socio-economic conditions and parental involvement, may have a more substantial impact on learners’ academic achievements. The implications of this study emphasize the need for a comprehensive reading enhancement program that integrates socio-cultural and cognitive approaches to improve reading skills while addressing external influences on academic performance. Recommendations include fostering parental involvement, promoting independent reading habits, and leveraging community resources to create a supportive learning environment. These findings provide valuable insights for educators and policymakers to design targeted interventions aimed at enhancing literacy and educational equity in rural Philippine settings.
Reading Literacy in EU Countries: Evidences from PIRLS
2013
In this report we used data from the Progress in International Reading Literacy Study (PIRLS) 2011 in order to identify the school, class and individual student background factors that explain reading literacy achievement. We aim to identify the factors associated with achievement at different levels of analysis, both at the EU level and at the individual country level using a multilevel model. Additionally, we intend to establish trends in students reading achievement by comparing PIRLS 2006 and PIRLS 2011 cycles. For the data from 2011 we found that our aggregated model explains 37% of the variance in students’ achievement and that the variables with the highest impact on students´ overall reading score relate to home resources and practices, students´ attitudes toward reading and pre-reading knowledge. Moreover, the results of the country-level analysis indicate that the variables with the strongest influence on students’ reading performance are the same, despite of the wide variation across countries in terms of their magnitude due to the characteristics of each country. Furthermore, these findings are in line with the previous analysis performed for PIRLS 2006 (Araújo & Costa, 2012). Our results have important policy implications as they show which factors can be addressed by policy measures to improve students´ achievement.
2009
Reading is one of the most fundamental aspects students acquire as it is the foundation for learning across all subjects. Reading literacy is vital when looking for a job or engaging in higher education. Reading literacy plays an essential role in improving the individual"s life by "enabling economic security and good health and enriches societies by building human capital, fostering cultural identity and tolerance, and promoting civic participation" (Jalal and Sardjunani, 2005, p. 10).
Reading Literacy in Moslem-Majority Countries: Evidence from PISA
Universal Journal of Educational Research, 2020
Most Moslem-Majority countries nowadays are still facing a low reading literacy rate of their population, even though the first verse revealed in the Quran speaks of the importance of reading in human life. This paper is aimed at portraying reading literacy in the Moslem world and identifying factors influencing this literacy attainment based on PISA studies. The descriptive-comparative analysis is used to depict the students' reading performance of ten Moslem-Majority countries participating in PISA. The result of this study is that most Moslem-Majority countries lag behind the average of OECD countries. Most of the students were not able to demonstrate the ability of the most fundamental knowledge and skills for the 21st century. Because reading literacy is the basis for self-development, the Moslem worlds face the tremendous challenge that less than one percent of students achieved high literacy levels; those are the ones who will live on in a global society; while the rest were at the lowest level who shall show solemn setbacks in applying this ability to extend their knowledge and skills. The factors influencing this ability are situated in the national and community contexts that shape home, classroom, and school activities in reading. This situation then affects the instruction and experiences in student's reading. The result of this comparison contributes to the improvement of education systems among the participating countries. This is also a warning that the Moslem worlds have identical educational problems to prepare the next Moslem generation for a better life facing the challenge of globalization.
The purpose of this study is to investigate the differences between low- and high- performing schools with regard to socio-economic factors and classroom activities in reading using Turkish PISA 2009 data set. 2302 students (961 females, 1341 males) selected among 2009 PISA administration in Turkey are considered for this study. Binary logistic regression analysis was performed to reveal the effects of socio-economic factors and selected school related factors on students’ success in PISA 2009 reading test. Regression analysis indicated that high socio-economic status, disciplined classes, and the use of student-centered instructional strategy and elaboration strategy had positive effects on student’s reading skills. On the other hand, student-centered measurement and evaluation strategies, memorization strategy and control strategy had negative effects on students’ reading skills.
Students' Reading Performance as Measured by PISA Reading Literacy Test
2019
Abstract: This study investigated students’ reading literacy performance based on gender. The sample of this study was 285 tenth graders of three public schools in one of the Districts in Palembang who were selected by using a purposive sampling technique. To collect the data, PISA 2009 reading literacy test was distributed to the sample. The data were statistically analyzed. The findings showed that both male and female students’ reading literacy were at Level 3 and there were no gender differences in the students’ reading literacy performance. Key w ords : tenth graders, gender differences in reading, PISA reading literacy test