Effects of Schooling on Reading Performance, Reading Engagement, and                Reading Activities of 15-Year-Olds in England

Luyten, Hans; Peschar, Julien; Coe, Robert S.

doi:10.3102/0002831207313345

Cited by 42 publications

(42 citation statements)

References 36 publications

(24 reference statements)

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“…For instance, a student's test score not only explains abilities and characteristics inherent within that student, but the score may also be affected by factors within the student's classroom, school, and community. In recent years, there has been a gradual transition among educational researchers from employing multiple regression techniques to exploring multiple levels of influence on educational outcomes with hierarchical linear modeling (HLM) (e.g., Luyten et al 2008;Klinger et al 2006;Ma and Crocker 2007;Trautwein et al 2009). HLM is widely acknowledged as the statistical technique most appropriate for analyzing data that describe hierarchical organizations, such as educational systems (Raudenbush and Bryk 2002).…”

Section: Hierarchical Linear Modeling (Hlm)mentioning

confidence: 99%

Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada

2010

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This study examined the effects of motivation to learn science, science self-beliefs, and science instructional practices on science achievement of 13,985 15-year-old students from 431 schools across Canada. Hierarchical linear modeling (HLM) analyses, while controlling for student-and school-level demographic characteristics, revealed the substantial predictive effects of motivation to learn science, science self-beliefs, and science instructional practices on science achievement of adolescents. Motivational beliefs-self-efficacy and self-concept-and enjoyment of science had substantial positive predictive effects on science achievement. In contrast, general interest in science had a negative predictive effect on science achievement in the context of other variables. Whereas science teaching using hands-on activities had a substantial positive predictive effect on science achievement, science teaching using student investigations had a substantial negative predictive effect in the context of other variables. The final HLM model indicated that only 8% of the variance in science achievement was between schools and 92% of the variance involved students within schools.

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Section: Hierarchical Linear Modeling (Hlm)mentioning

confidence: 99%

Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada

2010

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“…At the end of secondary school, for instance, TIMSS samples eighth graders while PISA samples 15-year-olds. The very limited research body on secondary school achievement indicates that the effect of schooling is stronger than the effect of age (Cliffordson, 2010;Luyten et al, 2008). Even though the existing research is far too limited for any definite conclusions, we may construct the hypothesis that grade-based sampling strategies result in more comparable samples when we compare student achievement across countries.…”

Section: Discussionmentioning

confidence: 99%

“…In comparison to the findings in mathematics and science, this is a somewhat larger effect of age and a smaller effect of schooling. Luyten et al (2008) used PISA 2000 data from England to estimate the effects of age and schooling on reading achievement in grades 10 and 11. About 2.5% of the students were born out of the official age range and removed from the analyses.…”

Section: Research On Readingmentioning

confidence: 99%

A correction model for differences in the sample compositions: the degree of comparability as a function of age and schooling

Strietholt

Rosén

Bos

2013

Large-scale Assess Educ

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Background: Since the early days of international large-scale assessments, an overarching aim has been to use the world as an educational laboratory so countries can learn from one another and develop educational systems further. Cross-sectional comparisons across countries as well as trend studies derive from the assumption that there are comparable groups of students in the respective samples. But neither age-based nor grade-based sampling strategies can achieve balanced samples in terms of both age and schooling. How should such differences in the sample compositions be dealt with? Methods: We discuss the comparability of the samples as a function of differences in terms of age and schooling. To improve the comparability of such samples, we developed a correction model that adjusts country scores, which we evaluate here with data from different IEA (International Association for the Evaluation of Educational Achievement) studies on reading at the end of primary school.

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“…According to the PIRLS research data, students that finish primary school have a high reading literacy level and make part of the leaders group (Mullis et al, 2007), (Cole & Cole, 1993), (Luyten, Peschar & Coe, 2008), Mullis, Martin., Foy & Drucker, 2012), (Kintsch, 1998), (Mullis et al, 2012), (Osnovniye resultati … PIRLS 2011. However, the PISA data shows that Russian 15 year old readers show a level below the international average (Learning for tomorrow 's world: First results from PISA 20032004, (PISA 2009(PISA results, 2010, (PISA 2009(PISA results, 2010, (PISA 2012(PISA results, 2014.…”

Section: Research Questionsmentioning

confidence: 99%

Assessment Of Schoolchildren’s Reading Literacy: Testing Methods And Results

Kuznetsova¹

2017

European Proceedings of Social and Behavioural Sciences

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According to the international study of the reading literacy PIRLS, graduates of the Russian primary school are ready to study by means of texts. The PISA test shows a low level of readiness of 15-16 year old students to use texts for a wide range of tasks. In this regard, it is important to understand what happens with reading literacy at the beginning of the general school. In order to study the dynamics of reading literacy, a diagnostic technique was created. The article presents data on the reading literacy of pupils of grades 4 and 5, estimated with the help of this technique. It is shown that the year of study in the general school does not change anything in the ability of schoolchildren to understand information texts.These results show that reading texts does not contribute to the increase in the reading skills of the 5th grade students; therefore, they pose the problem of working on reading literacy in the teaching process in grades 5-6.

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Effects of Schooling on Reading Performance, Reading Engagement, and Reading Activities of 15-Year-Olds in England

Cited by 42 publications

References 36 publications

Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada

Influence of motivation, self-beliefs, and instructional practices on science achievement of adolescents in Canada

A correction model for differences in the sample compositions: the degree of comparability as a function of age and schooling

Assessment Of Schoolchildren’s Reading Literacy: Testing Methods And Results

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