What makes a good reader? Worldwide insights from PIRLS 2016
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.12/7819 |
Resumo: | 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. |
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What makes a good reader? Worldwide insights from PIRLS 2016Reading literacyPIRLS 2016StudentFamiliesTeachers and schoolsExplanatory variablesUsing 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.Springer NetherlandsRepositório do ISPAMaroco, João Paulo2020-11-05T16:14:24Z2020-01-01T00:00:00Z2020-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/7819por0922477710.1007/s11145-020-10068-8info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-05T16:43:34Zoai:repositorio.ispa.pt:10400.12/7819Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:25:39.996199Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
What makes a good reader? Worldwide insights from PIRLS 2016 |
title |
What makes a good reader? Worldwide insights from PIRLS 2016 |
spellingShingle |
What makes a good reader? Worldwide insights from PIRLS 2016 Maroco, João Paulo Reading literacy PIRLS 2016 Student Families Teachers and schools Explanatory variables |
title_short |
What makes a good reader? Worldwide insights from PIRLS 2016 |
title_full |
What makes a good reader? Worldwide insights from PIRLS 2016 |
title_fullStr |
What makes a good reader? Worldwide insights from PIRLS 2016 |
title_full_unstemmed |
What makes a good reader? Worldwide insights from PIRLS 2016 |
title_sort |
What makes a good reader? Worldwide insights from PIRLS 2016 |
author |
Maroco, João Paulo |
author_facet |
Maroco, João Paulo |
author_role |
author |
dc.contributor.none.fl_str_mv |
Repositório do ISPA |
dc.contributor.author.fl_str_mv |
Maroco, João Paulo |
dc.subject.por.fl_str_mv |
Reading literacy PIRLS 2016 Student Families Teachers and schools Explanatory variables |
topic |
Reading literacy PIRLS 2016 Student Families Teachers and schools Explanatory variables |
description |
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. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-05T16:14:24Z 2020-01-01T00:00:00Z 2020-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.12/7819 |
url |
http://hdl.handle.net/10400.12/7819 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
09224777 10.1007/s11145-020-10068-8 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Springer Netherlands |
publisher.none.fl_str_mv |
Springer Netherlands |
dc.source.none.fl_str_mv |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799130119546077184 |